AUTHORS' NAMES. 



Giulescard. 


Maistre (H. de) 


Orbigny (d') 


Salvandy. 


Grandville. 


Malebranche. 


Ostervald. 


Sand (Georg«8,) 


Guerin (Leon) 


Malherbe. 


Pascal (Bl.) 


Sandeau. 


Giiizot. 


Marg. de Yalois. 


Periers. 


Sarrazin. 


Gviizot (Mme.) 


Marivaux. 


Perrault. 


Scarron. 


Hoffman. 


Marmier (X.) 


Pitre Cbevalier. 


Scribe. 


Houssaye. 


MarmonteL 


Plancbe. 


Segur (le cte. de) 


llujro. 


Massillon. 


Pougoulat 


Senancour (de) 


Jaiiin (Jules) 


Masson (M.) 


Poussin. 


Sevigne (Mme.) 


Karr. 


Maury. 


Prevost (I'abbe) 


Soulie. 


Klee. 


^rennecbet 


Eabelais. 


Souza (Mme. de) 


Krudner (de) 


Menneval (de) 


Eabion. 


Souvestre. 


La Briiyere. 


Merimee. 


Racine. 


Stael (Mme. de) 


Lacept-de. 


Micbaud. 


Eagon. 


Sue. 


La Fayette. 


Michelant 


Eegnard. 


Tastu (Mme. A ) 


La Fontaine. 


Micbelet. 


Eemusat (de) 


Tbeopr;iste. 


La Harpe. 


Mignet. 
Mi\leville. 


Eenault (rabbe) 


Thierry. 


Lajolais (^Mlle.) 


Eeuouvier. 


Tbiers. 


Lamartine (de) 


ifillevoye. 


Eetz (le card, de) 


Toppfer. 


Limermais (de) 


Moll ere". 


Eeybaud (L.) 


Tocqueville (de) 


La Eocbefocauld- 


Montaigne. 


Eicbard. 


Valentin. 


Las Cases. 


Montbolon. 


Eobinet. 


• Valmore. 


Lavalette. 


Montesquieu. 


Roland (Mme.) 


Velpeau. 


Lavallee. 


Moreau. 


Roret 


Yernet 


Lebas. 


:Murger (H.) 


Eoussel. 


Yeuillot. 


Ledru-Eollin. 


Musset (de) 


Eousseau. 


Yiennet. 


Le Gai. 


Nicole. 


Sacy (de) 


Yigny (A. de) 


Leroux de Lincy. 


Nodier. 


Saint-Hiiaire. 


Yillebardouiiu 


Le Sage. 


Norvins (de) 


Baint Pierre (de) 


Yinet. 


Lurine. 


Odolant-Desnos. 


Sainte-Beuve. 


Yitet. 


MagriQ. 


Old-Nick. 


Saintine. 


Yoltaire, 


Mago. 


O'Meara. 


Saisset 


Walsh. 


Mah.omet 










FEENCH TBA>-SLATIONS. 




AbaiUard. 


Cesar. 


Klopstock. 


Robertson. 


^schine. 


Ciceron. 


Koblrauscb. 


Eollin. 


^scbyle. 


Clarke (S.) 


Leibnitz. 


Schiller. 


JEsop. 


Confucius. 


Liebig. 


Schmidt. 


Alfieri. 


Dante. 


Lingard. 


Shakespeare. 


Anacreon. 


Demostbene. 


Locke. 


Sopbocle. 


Arioste. 


Diogene. 


Lope de Yega. 


Spinoza. 


Aristopbane. 


Erasme. 


Lucien. 


Stewart. 


Aristote. 


Euripide. 


Macbiavel. 


Sterne. 


Augustin. 


Franklin. 


Mac-Cullocb. 


Swift. 


Bacon. 


Goetbe. 


Manzoni. 


Tacite. 


Blair. 


Goldsmitb. 


Marc Aurele. 


Tasse (le) 


Boccace. 


Heloise. 


Milton. 


Thucydide. 


Burns. 


Herodote. 


Ott 


Yirgile. 


Ei.Ton. 


Herscbel. 


Ovide. 


Walter-Scott. 


Calderon. 


Hlppocrate. 


Pellico. 


Wyss. 


'"amoens. 


Homere. 


Petrarque. 


Xenopbon. 


Casti. 


Horace. 


Platon. 


Zscbokke. 


Cellini. 


Jobnson. 


Polybe. 


Zimmerman. 


Cen-antea. 


Kempis (Tb. a) 


Plutarque. 




EDtTCATION, STUDY OF THE FEENCH 


LANGrAGE, MATHEMATICS, THE SCIENCES, 




GEOGKAPHY, AC. 




Addicks. 


Barbaroux. 


Beleze. 


Berquin. 


^sop. 


Barbauld, 


Bellenger. 


Berteau. 


Balbi. 


Barberet 


Berard: 


Eescberelle. 


2 




{Continued at the end of the look.) 



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THE ROBEKTSONIAN SYSTEM, 



*^ 



THE 



WHOLE 



FRENCH LANGUAGE. 



T; ROBERTSOX, 

AUTHOR OF "NOOVEAU COXTRS PRATIQUE, ANALYTIQUE, THEORIQUE ET 

SYNTHETIQUE DE LANGUE ANGLAISE," " LE(JONS PRATIQUES 

DE LAXGITK AXGLAISE," ETC., ETC. 



EDITED BY 



■LOUIS ERNST. 



^w" 



Is'EW YORK: 
ROE LOCKWOOD & SOX, 

LIBRAIRIE AM^RICAINE ET ETRANGERE, 

BROADWAY, No. 411. 

1855. 






Entered according to Act of Congress, in tbe year 1855, by 

K O E LaCKWOOp & S-0 N, 

In the Clerk's Office of the District Court of the United States for the Southern 
District of New York. 



PREFACE. 



The startling success wliicli the Robertsonian System 
has obtained througbout Europe, is well known in this 
country, and a Series of French Lessons prepared by 
Professor Robertson himself^ and based entirely upon 
the same principles as those of his Celebratku English 
Course, will no doubt be hailed with pleasure by every 
one encased in studvino; or teachino- that lano-nas^e. 

In presenting this work to the American public, how- 
ever, it may not be uninteresting to say a few words of 
its more prominent features, and especially of those which 
appear to have contributed most to sustain, during the 
last thirty years, the immense popularity of the author 
as an instructor in Paris. 

Among these the Text would seem to deserve partic- 
ular notice, being not only an original and' attractive 
narrative, but also "one so singularly imagined as to offer 
in turn, and in the course of a few pages only, all the 
'various grammatical and Miomatical peculiarities of the 
French language, together with a complete vocabulary 
of the words likely to occur in familiar discourse. 

A portion of this text is taken up at each lesson, and 
read over carefully, until the pronunciation and mean- 
ing of the expressions contained in it have been fully 
mastered, when sundry questions, exclusively made up 



IV PEIiFACE. 

of the words already seen, and readily answered with 
small fragments of the text, will be found to establish 
from the first an animated little dialogue between the 
master and student, and to remove, in a very ingenious 
manner, the difficulties usually met with in beginning 

CONVEESATION. 

Not content with this, however, and feeling the im- 
portance of an early habit of composition, a number of 
Sentences for Okal Translation, also devoid of ex- 
pressions not previously explained, have been added, and 
these, prepared with an especial view to display the 
many ways in which the words learned may be trans- 
posed so as to express new ideas, cannot fail to prove an 
excellent exercise to accustom the pupil to speak French, 
and to understand the language when spoken. They 
conclude the First Part of each Lesson, which is inva- 
riably kept so far exclusively practical, in its nature 
being especially intended for those who feel impatient 
to speak as speedily as possible. 

The Second Part, on the contrary, is dedicated to a 
more profound analysis of the language, and explains, 
in a series of clear and easy rules, all the difficulties of 
French GTrammar and Syntax. It contains also Nu- 
merous Progressive Exercises for home practice, and a 
Key by which many thousand new words may be ac- 
quired with facility, and in a very little while. This is 
perhaps one of the happiest illustrations of Professor 
Pobertson's Method, for whilst it encourages consider- 
ably the early efforts of a beginner, it at the same time 
tends materially to smooth his first steps by doing away 
entirely with the necessity of referring to the dictionary, 
a plan which will be fully appreciated by those who 



PREFACE. V 

have experienced the many perplexing doubts usually 
attending such consultations. 

As to the BEST PLAN" TO BE PUESUED in Studying this 
book, it has been sufficiently laid out in the copious notes 
added for that pui'pose to the First and Second Lessons, 
and it will be well to refer to them faithfully, until a 
familiarity with the system shall haye rendered such aid 
unnecessary. We would, however, improve this oppor- 
tunity to recommend once more to favorable notice the 
observation on page 3, line 29, particularly in cases 
where small children are to be taught, or persons whose 
chief desire is to secure, in as short a time as possible, a 
sufficient knowledge of French to be able to make them- 
selves understood, without entering into the minute 
details of the principles of the language. The Questions 
and Answers for Conversation, the first set of which is 
on page 2, should also be read over once or twice before 
being applied in the manner indicated. 

Li. E. 



CONTENTS. 



PAGE 

Preface iii 

Introductory Lesson — Pronunciation ' vii 

First Forty Lessons, for learning to read, write, and speak 

French 1 

Text of the first Forty Lessons, brought into one view for the 

convenience of reference 509 

Concluding Lessons, from 41st to 60th, for Translation and 

Idioms 527 

Synoptical Tables of the Pronouns and Adjectives 569 

Eecapitulation of the two auxiliaries, and models of the three 

regular forms of conjugation r. 572 

General Index and Alphabetical Grammar, comprising all the 

Kules, Observations, and Exceptions contained in this 

work, and giving a complete List of the Eadical Irregular 

Verbs 573 



INTRODUCTORY LESSON; 



ALPHABET. 

There are 25 letters in Frencli, viz. : 

A, B, C, D, E, F, G, H, I, J, K, L, M, N, 
0, P, Q, R, S, T, U, V, X, Y, Z. 

NAMES OF THE LETTERS. 

The vowels are called as they are pronounced, for which see 
Table on next page, and the consonants usually take some vowel 
sound either before or after them, thus : 

Ba, sa, da, eff, zaf ash, zee,f kah, ell, emm, enn, 
pa, ku,J; err, ess, ta, va, eeks, egrec, zedd. 

PRONUNCIATION. 

French, in this respect, does not differ from English as much 
as is generally imagined ; and to show it in as clear a light as 
possible, the following Table, containing all the peculiarities of 
French pronunciation in alphabetical order, has been prepared. 
This table is, however, not intended to be learned at once by 
heart, but rather to be used as a sheet of reference. It will be 
well, nevertheless, to read it over a few times before attempting 
the difficulties indicated for immediate study in observation on 
page X. 

* Much of this chapter has been extracted from a little book, by the Edi- 
tor, called '* A Curious Inquiry into the French and English Lexicology^'''' a 
■work which could not fail to prove a valuable assistant to the student of the 
Kobertsonian System, containing as it does, among other things, a complete 
collection of all the words alike or nearly so in both languages. 

t 2 should be here sounded aa z in azure. 

X u should be here sounded as w in sweet. See Table on next page. 



Vlll 

ALPHxiBETICAL TABLE 

OF ALL THE PECULIARITIES OF FRENCH PRONUNCIATION. 



A* 



Unless followed by final 
cl, r\ s, or t, when it 



.is sounded; 



Date. 
Rare. 



B* 

C* 



D* 



AIL 

ainJ 
amJ 
A.N:t 

AU* 



ah-ye. 

an „ Sang.% 
en „ Encore. \ 
en „ Encore\ 
au „ Beau. 



hard before a, o, u, I, r, 

soft before e,i,y, 

(with a cedilla ( )) 



Unless followed by I or 
r, when it 

(unaccented) is always 
silent when final, except 
in the small words: Ce, 
de, je, le, me. ne, qtce, se, 
and te ; in which it has 
the indistinct sound ex- 
plained below 

It is also silent between 
g,a,ovo. .. 

It is sounded as in Bell 
at tlie beginning of a 
■word ; or in the middle 
if followed by any two 
consonants, and before 
c,/ ^, r, t, X, when these 
belong to the same syl- 
lable as the e 

In all other cases it has 
the indistinct sound of 

e in Battery 

E with an acute accent ( ' ) 
k with a grave accent ( " ) 
ft with a circumflex ac- 
cent (") 

EIN'J 

EINE 

EM$ 

E^i 

Unless preceded by *, 
when it 

ENT is silent when the mark ) 
of the 3d pers. plur. in 
verbs. 



Date. 
Bare. 



a „ Bare, 

an „ Sang.% 

ay-ne, 

en „ Encore.K 
en „ Encore.' 



Ex. Aide. ~ 

„ Air. 
. „ Detail. 
,, Vain. 
„ Ample. 
„ A ngle. 
„ Chapeait. 
Bible. 
( Ca7ial,code,cu- 
I be,client,crim,e 
j Centre^ citron, 
I cijcle. 
Fagade. 
Charlotte. 

Cldoride. 
DouUe. 



an 



Sang.% 



HR at the end of a word. 



Date. 



Bole. 
Bigeon. 



j Estimable, 
I belle, nectar. 

Baiterie. 
Echo. 

Niice.. 

Beterie. 
Teint. 

Seine. 

Temple. 

Ensemble. 

Bien (well). 

{Es parlent 
(they speak) ; 
read il parte. 
( Barter 
< (to speak); read 
( parte. 



* The letters or combinations of letters marked with an asterisk, are pronounced the same in French as 
in English. 

t The examples have been generally selected from among the expressions alike in both languages, not 
to embarrass the beginner with too many forei|;'n words at the outset of his studies. 

I The combinations of letters marked thus I are called nasal sounds. It will be well to remember that 
all nasal sounds cease to be so when followed by a vowel, or if the wi orn is doubted. Ex. Dame, innocent. 

% The model words marked thus § are mere approximatives, and should be used only in the absence of a 
teacher. 



PECULIAKITIKS OF FKENCH PKONUNCIATIOX. 



IX 



G* 



1* 



J* 

K* 






HI* 

o* 



p* 

Q* 
R* 

S* 



V* 

X* 
Y* 



It lias, however, a less 
broad sound when not 
followed by r or il 

when final 



.is sounded as 



Date. 



hard before a, o, u,l,r , 

soft before e, i,y 

is generally silent 



Asure. 



is liquid when preceded 

by i 

Unless at the beginning 
of a word, when it 



Sang.^ 
Sang^ 
Azure. 



CI 

o>4 

ONt 

ou* 
pn* 



has two sounds in Eng- 
lii^h ; sometimes that of 
t proper, and at others 
that of ah: in the for- 
mer case it does not dif- 
fer from the French, in 
the latter it should be 
pronounced like 6-« 






But it is silent between 
g and e, or i, also after q. 



Z* 



is equivalent to H.. 

In Loyal, therefore, the 
first i is united to o, 
which forms the diph- 
thong d?', pronounced 
like wa in Water, and 
the second to the al, 
thus : Icri-ial. When 
the y is not preceded by 
a vowel, however, it is 
Bounded as i in Marine . 



oh-ah 

on „ Song.% 
on „ Song.% 



„ Sweet.\ 



un 
un 



„ Sung A 
„ Simg.\ 



Hauteur. 



Ex. Feu (fire). 
j Parlez (speak); 
" ( read parLe. 
Fahle. 

{Gazette.gondo- 
lier, guttural, 
globe, grace. 
I General. 
„ ■< Gibraltar, 
I gi/mnasium. 
Mignonnette. 
. „ Thomas. 
3farine. 
„ Simple. 
„ Satin. 
„ Jovial. 
Koran. 
Long. 



Bouillon. 

llUgal. 
Mu>ie. 
NoUe. 
Oh! Olive. 
Reservoir. 
Srmibre. 
Concert. 
Routine. 
Page. 
Phenix. 
Antique. 
Rose. 
Six. 
Table. 



Institution. 
Suite. 
i Guide, queS' 

Hon. 
Humble. 
Un (one). 
Valve. 
Expression. 
Crayon. 



Style. 
Zone. 



% § See 1st, 3d, and 4th notes on previous page. 



X INTrwODUCTOEY LESSON, 

OBSERVATION. 

We have seen, in the preceding- Table, that most letters are 
ahke or nearly so in both languages, and that the difficulties of 
French pronunciation are chiefly confined to the voices u, eu, and 
the nasals. It would, therefore, seem best to familiarize one's self 
at once with these sounds, rather than lose time in the review of 
such as, by their similitude to the English, present no particular 
field for practice. To effect this successfully, they should be re- 
hearsed daily for some time, first singly, thus : ?;, eu, an^ in, on, 
un, and then united to other letters, using for that purpose some 
of the examples given, as : Suite, Hauteur, Feu, Ample, Simple, 
Somlre, Un, etc. ; the word Le (the) could also be added to these 
as an appropriate study of the indistinct e. 

Among the consonants there are only two requiring especial at- 
tention, soft ff andy, which ought both to be pronounced as z in 
Azure. Many people, however, acquire the bad habit of prefixing 
a c? to them, saying dgeneraly djovial ; this d should be strictly 
avoided. 



KULES FOR READING. 

Our remarks till now have been in the main limited to isolate 
letters or combinations ; to read wdiole words or sentences, how- 
ever, there are yet two very important things to be noticed. 

Istly, That the French never sound any final consonant except 
c,f, I, r, nor the e when at the end of a word unless accented ; 
and, secondly, that an s when the mark of the plural or of certain 
persons in verbs does not cause the preceding letter to be pro- 
nounced. 

Part should therefore be read as if spelled Par. 

Belle „ „ „ „ Bell • 

Tables „ „ „ „ TaUe. 

Vends (sell) „ ., „ „ Vend. 

As to the custom of slurring every final consonant to the next 
word if beginning with a vowel or an h mute, the practice is not 
at all obligatory, and it will be best, in this respect, to consult 
one's own ear, or the opinion of some person of taste, as is done 
in English. 



INTEODUCIORY LESSON. 



XI 



ISREGULAE WOSDS- 

The following list comprises such expressions as deviate from 
the above rules. Those marked with an asterisk (*) will be re- 
quired in the early lessons of the Robertson: 





PEOSOITNCEB 




PEONOtTNCED 


A7ne7\ Bitter, 


A.me,re.\ 


Les,*' The, 


Le. 


Atlas, Atlas, 


Aflace. 


Mars, March, 


Marce. 


Automne, Autumn, 


Autonne. 


3fer, Sea, 


Mere. 


BapUme, Baptism, 


Bateme. 


3fes,* My, , 


Me. 


Banc, Bench, 


Ban. 


Mille, 1,000, 


Mile. 


Blanc, White, 


Blan. 


Jfcewrs, Habits, 


Meurce. 


Ces,* Tliese or Those, 


Ce. 


Monsieur, Sir, Mr., 


Mocieu. 


Chao-% Chaos, 


Kao. 


(Eil, Eye, 


Euil. 


Cher,* Dear, 


CMre. 


Oignon, Onion, 


Onion. 


Clef, Key, 


Cle. 


Orchestre, Or Chester, 


Orkestre. 


Compte, Account, 


Conte. 


Ours, Bear, 


Ource. 


Cuiller, Spoon, 


CuilUre. 


Ouiil, Tool, 


Outi. 


i>e.s,* Of the or from the, 


De. 


PMni^, Phenix, 


Phenixe. 


Deuxieme,* 2d, 


Deuzieme. 


Quadrupede, Quadruped 


, Kouadru,pede. 


mx.x 10, 


Diss. 


Second,^- 2d, 


Segond. 


DixUme, 10th, 


Dizieme. 


Sept.% 7, 


Sett. 


Doir/t Finger, 


Doit. 


Ses,* His, her, its, 


Si. 


J^cho, Echo, 


J^ko. 


Six,X 6, 


Siss. 


Ennui, Ennui, 


En-niii. 


Sioc-ieme,^ 6th, 


Sizieme. 


E'<,* Art (thou), 


i. 


Soixante, 60, 


Soissante. 


E.t,* Is, 


e. 


Tact, Tact, 


Tacte. 


Femm.6* Woman, 


Famine. 


Tabac, Tobacco, 


Tola. 


Fer, Iron, 


Fere. 


Temps, Time, weather, 


Temp. 


Fier, Proud, 


FUre. 


T'.?*,* Thy, 


Te. 


FiU,* Son, 


Fiss. 


Tranquille, Quiet, 


Tranquile. 


Flanc, Flank, 


Flan. 


Tre.?, Very, 


Trd. 


Franc, Franc, 


Fran. 


TVoTic, Trunk, 


Tron. 


Fusil, Gun, 


Fusi, 


Ville, Town, 


VUe. 


Gentil, Pretty, 


Genti. 


Fm2£7«, 20, 


Vin. 


Unit, 8, 


UiU. 


Fis, Screw, 


Viss. 



t The pronunciation has been here given in French, because the student can by this time most lilrely 
understand it, and, if not, it will prove an excellent reading- exercise. 

X The x\TiLix and Six is, however, sounded liko z, vyken these numbers are followed by a word be- 
ginnin;^ with a vowel or an h mute, and it is always silent before a consonant or nn h iispirate. 

§ Stpi is proaouflced Se before a word beginning with a consonant or on A. aspirate. 



THE WHOLE 

FRENCH LANaUAQE. 



FIRST LESSON. 

FIEST DIVISION. PEACTICAL PAET. 

TEXT* 

LITERAL TRANSLATION. 

FresMiere le^oii. 

First lesson. 

liC jeune Alexis ©elatour etait iiffi as§ez 

The young Alexis Delatour was an enough 

toon gar^on, qui ii'avait qw'iin seiil delaut, 

good boy who — had but one single fault 

la parcsse. i?Iai§, comMen de fois ii^a-t-on 

the laziness. But how many of times — has — one 

pas dit qwe ce vice donne iiaissaiice a tons 

not said that this vice gives birth to all 

les aiitres ? C'est iin provertoe, rotis le 

the others ? It is a proverb you it 

saves. Of, nous pensoiis que les proverfoes 

know. jSTovv' we think ** ** ** 

sont g-eneralement vraln. 

are generally true. 

* Before making any attempt to read the text, the student should, if pos- 
Bible, hear it five or six times from the mouth of either a native or some per- 
son well versed in French pronunciation : and then familiarize himself thor- 
oughly with the spelling and meaning of each word. To promote the latter 
in particular, it will be well to transciibe once or twice from dictation, and 
from memory, the whole of the literal translation, in small fragments of a 
few expressions at a time ; such exercise being highly calculated to form the 
eye and ear. 

** When the translation of a word has been given, and that word occurs 
again, it ceases to be translated, unless it has another acceptation. 



2 



FIRST LESSON. 



THF SAME IN GOOD ENGLISH. 

Young Alexis Delatour was a good sort of fellow, who had 
but one fault, laziness. But how often has it not been said 
that this vice gives birth to all others ? It is a proverb, you 
know. Now, we think that proverbs are generally true. 



QUESTIONS AND ANSWERS FOR CONVERSATION.* 



What lesson is this ? 
Qui etait un assez bon gar^on ?** 
What sort of a lad was young 
Alexis Delatour ? 

Combien de defauts avait 

Alexis ? 
What was his only fault ? 
Qui n'avait qu'un seul defaut ? 
What gives birth to all other 

vices ? 
To what does this vice give 

birth? 
What has been said many times ? 

What is laziness ? 

AVhat do we think of proverbs ? 

What are generally true? 



C'est la premiere legon. 
Le jeune Alexis Delatour. 
O'etait un assez bon garcjon — or^ 

Alexis etait un assez bon gar- 

gon, 
Alexis n'avait qu'un seul defaut. 

La paressc. 

Le jeune Alexis Delatour. 

Ce vice — cr, La paresse. 

Ce vice donne naissance a tous 

les autres. 
Que la paresse donne naissance a 

tous les autres vices. 
C'est un vice. 
Que les proverbes sont genera- 

lement vrais. 
Les proverbes. 



* These are intended to accustom the scholar to speak French, and to un- 
derstand the language when it is spoken to him. The questions have been 
so calculated as to be readily answered in French, either verbally or in wri- 
ting, by any one who has studied diligently the preceding text ; and the an- 
swers should therefore be covered during the recitation. 

** We shall put our questions in French whenever we can compose them 
of expressions and interrogative forms that are known. 



FIRST LESSON. 



SENTENCES FOE ORAL TRANSLATION.* 



TO BE TUEXED IXTO ENGLISH. 

Alexis etait jeune. 

Alexis etait bon, 

Alexis avait un defaut. 

Alexis avait nn vice. 

Alexis avait tous les vices. 

Ce garQon est jeune. 

Ce gar9on est bon. 

Ce gar(;on est assez bon. 

Ce gargon a un defaut. 

Ce jeune gargon a un defaut. 

La paresse est un defaut. 

La paresse est un vice. 

La paresse donne naissance a tous 

les vices. 
Vous savez la premiere legon. 
Savez-vous la premiere legon ? 
Combien de lemons savez-vous ? 
Combien deproverbes savez-vous? 
Is'ous pensons que le proverbe est 

vrai. 
JS'ous pensons que les proverbes 

sont vrais. 
Nous pensons que la {)aresse est 

un vice. 
Xous pensons que vous savez la 

premiere le^on. 



TO BE TTJEXED INTO FEEXCH. 

Alexis was young. 

Alexis was good. 

Alexis had a fault. 

Alexis had a vice. 

Alexis had all the vices. 

That boy is young. 

That boy is good. 

That boy is pretty good. 

That boy has a fault. 

That young boy has a fault. 

Laziness is a fault. 

Laziness is a vice. 

Laziness gives bu'th to every 

vice. 
You know the first lesson. 
Do you know the first lesson ? 
How many lessons do you know ? 
How many proverbs do you know? 
We think that the proverb is 

true. 
We think that proverbs are 

true. 
"We think that laziness is a 

vice. 
We think that 

first lesson. 



you know the 



We here conclude that part of our lesson which is merely 
practical. Those persons who are impatient to understand and 
speak as speedily as possible will find it sufficient ; and we 
would advise them to postpone the perusal of the second 
division of each lesson until they have gone through all the prac- 
tical exercises contained in this volume. Our second division is 
especially dedicated to those who are desirous of obtaining an 
accurate knowledge of the principles of the language. 



* No new word being introduced in any of these phrases, they can and 
should be answered without referring to the opposite column. 



4 FIRST LESSON. 

SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAiSIMATIOAL PECULIARITIES 11^ THE TEXT. 

PremiIire is the feminine form of the adjective* premier^ 
first. The principal derivatives of this word are, primaire, pri- 
mary ; primitif, primitive ; primo, firstly. 

1. **Adjectives as well as substantives are of two genders: 
the masculine and the feminine. 

2. Adjectives generally form their feminine by the addition 
of e mute. 

3. In forming the feminine of adjectives ending in er, by the 
addition of e, the preceding e takes the grave accent (^). 

Le^on is feminine ; although it should be mascuhne, according 
to analogy, as will be hereafter explained (14**), 

4. IjE jeune Alexis — IjA paresse — Ltls proverbes. The French 
article varies in gender and number. 

5. Le is masculine and singular. La is feminine and sin- 
gular. Lies is plural and of both genders. 

Jeune, from the Latin juvenis, as the derivative juvenile, 
young, clearly shows, is an adjective of both genders. 

6. Adjectives ending in e mute are of both genders. 

fixAiT is the third person singular of the imperfect tense of the 
indicative mood of the verb etre, to be, which is irresfular, but 
not in this tense. 

7. Un and its feminine line signify a, an, and one. The 
principal derivatives of un are, unite, unity ; unir, to unite ; uni- 
forme, uniform ; unanimite, unanimity, etc. 

AssEz, means also sometimes, tolerably. 

BoN comes from the Latin bonus, good. The feminine of 
ban is bonne. 

* In our grammatical explanations we take it for granted that our readers 
have already some notions of general grammar, and we shall therefore omit 
the definition of all the terms commonly used. Those who learn a foi-eign 
language probably know their own ; if they do not, it will become the task 
. of their master to supply the deficiency. 

** Every observation of importance and every rule bears a number, by 
means of which we refer to it. 



FIEST LESSON. 5 

Gar^on is masculine. 

8. All the names of males are masculine, whatever may be 
their termination ; and all the names of females are feminine. 

9. Qui is a relative pronoun generally corresponding to the 
English words who, whom, which, that, and sometimes lohat. It 
is also used as an absolute pronoun, particularly in interrogations, 
as, " Qui avait un defaut ? Who had a fault ? Qui aimez-vous ? 
Whom do you love." In this case it only refers to persons. 

N'avait stands for ne avait. 

10. Ne is a particle used in almost all negative phrases, 
either alone or joined to some word which in English would be 
negative by itself, as, ne . . . pas, ne . . . point, not ; ne . . . rien, 
nothing ; ne . . . jamais, never ; 7ie . . . que, but. 

1 1 . When ne precedes a word beginning with a vowel or 
an h mute, the vowel e is suppressed and an apostrophe substi- 
tuted for it. The same rule is applicable to the monosyllables 
je, I; me, me; te, thee; se, one's self; que, ce, le, de, 
which will be successively seen and explained. La likewise 
loses its vowel in the same case. 

Avait is the third person singular of the imperfect tense of 
the indicative mood of the verb avoir, which is irregular. Our 
text containinof all the forms of the two auxiliaries etre and avoir, 
no explanation of their irregularity is necessary at present. 

Qu'uN stands for que un. See 11, 

Que has a great variety of meanings. When preceded by the 
negative particle ne, it corresponds to the English Avord but in 
its restrictive sense of on/y, save, or except. 

Seul comes from the Latin solus, alone. 

DfeFAUT, formerly spelled default, is of the masculine gen- 
der. Faute, fault, is feminine. 

12. All the substantives in the French language are either 
masculine or feminine. There is no neuter gender. 

13. The gender of substantives is determined either by the 
sex (8) or by the termination. 

14. Substantives ending in any other termination than e mute 
are generally masculine. The exceptions are numerous, and will 
be pointed out. 

Paresse is of the feminine gender. 



b FIEST LESSON. 

15. Substantives ending in e mute are generally feminine. 
Mais is a conjunction. 

CoMBiEN corresponds to hoiv, how much, and how many. 

16. De is one of the most important among the French 
prepositions. It generally corresponds to of and from in Eng- 
lish ; but besides it is often rendered by to, with, hy, on, in, or 
by the sign of the possessive case ('s). 

Fois is feminine, and therefore is an exception (14). It is 
either singular or plural, without any alteration in its spelling. 

17. Substantives ending in s do not change their termination 
in the plural. 

N'a stands for ne a (11). 

A is the third person singular of the " present tense of the in- 
dicative mood of avoir, to have, which is irregular. See avait. 

18. On is an indefinite pronoun, which generally corresponds 
to the English word one ; sometimes to people or they, as, " On 
dit, People say, or They say ;" and moreover is often rendered in 
English by a different construction, as will be seen hereafter. 

The t between a and on is merely euphonic, to avoid the hiatus. 

Pas, from the Latin passus, step, acquires a negative meaning 
only when preceded by ne, in which case the two words signify 
not (10). 

Dit is the past participle of the irregular verb dire, to say, to 
tell. 

Que, when used as a conjunction, corresponds to the English 
word that. 

19. Ce is sometimes a demonstrative pronoun, and some- 
times a demonstrative adjective. It is only as an adjective that 
we are to consider it here. Oe signifies this and that. It is 
masculine and singular. It always precedes a substantive. It 
is placed before words beginning with a consonant. Before a 
vowel it becomes cet. The feminine is cette. The plural of 
both genders is ces, these and those. 

Vice is masculine, though, from its termination, it should be 
feminine, according to the general rule (lo). 

20. Substantives ending in ice are masculine. They are 
for the most part the same in both languages, as, office, service, 
mcrifice, edifice, etc. 



FIRST LESSON. 7 

21. The exceptions to this rule, or rather the words which, 
according to analogy, remain feminine, are, avarice ; cicatrice, 
scar ; ejnce, spice ; immondicey filth ; justice ; injustice ; lice, lists ; 
malice; matrice : milice, militia; notice; police; premices ; 
varice, varix. 

Donne is the third person singular of the present tense of the 
indicative mood of the verb doxner, to give. 

22. The third person singular of the present tense of the 
indicative mood of verbs ending in er in the infinitive, is formed 
by changing this termination into e. 

Naissance comes from the verb naitre, to be born. The prin- 
cipal derivatives of this word are Natif, native ; nativite, na- 
tivity, etc. 

23. The termination ance generally makes a substantive 
of a verb, and about 80 of the words in which it is found are 
the same, or very nearly the same, in both languages, as alliance 
from allier, to ally ; perseverance from perseverer, to persevere ; 
assurance from assurer, to assure ; assistance from assister, to 
assist, etc. 

24. A, is, like de, one of the most important French prepo- 
sitions. It corresponds generally to the Enghsh prepositions to 
and at ; and moreover it is often rendered by in, on, hy, withy 
for, and by the sign of the possessive case ('s). As' a preposi- 
tion, a is distinguished from a, the verb has, by a grave ac- 
cent (^), but without any difference in the sound of the vowel. 

Tous is the irregular plural of the adjective tout. The femi- 
nine toute is regularly formed (2). Tout corresponds to all, 
whole, every, each, and any. It is also used as a substantive, for 
whole, and as an adverb for wholly, quite. 

AuTRES is the plural of autre, from the Latin alter. Autre is 
of both genders (6). 

25. The plural of adjectives, like that of substantives, is 
regularly formed by adding s to the singular. 

C'est stands for ce est (11). 

26. Ce, as a pronoun, generally corresponds to it. It is 
followed by the verb ttre or by a relative pronoun. Though the 
neuter gender is not acknowledged by French grammarians, and 
indeed does not exist in substantives, this pronoun presents the 



8 FIRST LESSON. 

characteristics of neutrality. When we say, " C'est un homme. 
It is a man ; C'est une femme, It is a woman," ce is no more 
masculine in tlie first case and feminine in the second, than it is 
in English. Ce may also be rendered by this, that, those, he, 
she, and ihe^, as will be seen later. 

Est is the third person singular of the present tense of the 
indicative mood of etre. 

Proverbe, verbe, and adverse, which ought to be feminine 
according to their termination (15), are of the masculine gender. 

Vous is invariable like the English pronoun you, whether it is 
a subject, an object, or regimen. 

Le, in the phrase " Vous le savez," ceases to be called an arti- 
cle, it becomes a personal pronoun. It is the same with la and les. 

27. Le, la, les, which are used as articles before sub- 
stantives (4, 5), become pronouns before verbs. When pro- 
nouns, le usually corresponds to him or it; la to her or it; 
and les to them. 

Savez is the second person plural of the present tense of the 
indicative mood of savoir, to know, which is an irregular verb. 

Though savoir is irregular, we may for the present avail our- 
selves of the example in savez to observe that, in the greater 
part of the French verbs, the second person plural of the pres- 
ent tense is formed by changing the termination of the infinitive 
mood into ez. 

Nous corresponds to vje and us. It is invariable, whether 
used as a subject, an object, or a regimen. 

Pensons is the first person plural of the present tense of the 
indicative mood of penser, to think. 

28. The first person plural of the present tense of the indica- 
tive mood of verbs ending in er in the infinitive, is formed by 
changing this termination into ons. 

Proverbes is the plural oi proverbe . 

29. The plural of substantives is regularly formed by adding 
S to the singular. 

SoNT is the third person plural of the present tense of the in- 
dicative mood of ^tre. 

GfeNfeRALEMENT comcs from general. 

30. There are 250 adjectives ending in al which jvre the 



FIKST LESSON. 9 

same, or very nearly the same, in both languages, as generaly 
total, natal, verbal, proverbial, etc. 

31. A considerable number of adverbs of quality are formed 
from adjectives, by the addition of the termination ment, which 
corresponds to the English termination ly, as in generalement, 
generally ; totalement, totally ; verbalement, verbally ; prover- 
bialement, proverbially, etc. 

32. This termination ment is added to the feminine form, 
unless the adjective ends with a vowel, as vrai, in which case 
ment is added to the masculine termination, as, vraiment. 

Yrais is the plural of vrai (25). 



SYNTAX. 

Premiere legon. — Les proverbes sont vrais. 

Premiere is feminine because legon is feminine. Vrais is plu- 
ral because proverbes is plural. 

33. The adjective always agrees in gender and number with 
the substantive. ^ 

Le jeune Alexis — La paresse — Les autres. 

34. The article likewise agrees in gender and number with 
the substantive. 

In English, in the first of the foregoing examples, the article 
might be suppressed, and in the second it should be suppressed. 

35. In French, the substantive, whether used in a definite or 
an indefinite sense, is generally preceded by the article, unless 
there be some other determinative word annexed to it, such as 
un or ce, as, " Un gargon, Ce vice.^* 



Uh assez bon gargon. 

In English, the adverb enough usually follows the adjective, 
the adverb, or the substantive which it modifies, as, " Good 
enoucrh, Well enous^h, We have time enouo^h." 

36. The adverb assez, literally corresponding to enough, and 
sometimes rendered by tolerably, pretty, and rather, precedes the 
adjective, the adverb, or the substantive which it modifies. 

1-- 



10 FIRST LESSOX. 

Un garcon qui avait, etc. 

37. — § 1. Qui, when it is relative, that is, when it has an an- 
tecedent, may be a subject or an indirect regimen. When it is 
a subject, it may refer to persons or to things ; as, " Un gavQon 
qui, A boy who ; La paresse qui, The laziness which." But 
when it is an indirect regimen, preceded by a preposition, it re- 
fers only to persons. 

§ 2. A relative pronoun always takes the gender, number, 
and person of the antecedent, and the verb agrees with it ac- 
cordingly. 

Alexis li? avait qu^un defaut. 
Alexis TO^avait pas un defaut. 

38. In restrictive or negative sentences, the word ne usually 
precedes the verb, and the second part of the negation fol- 
lows it. 

Combien de fois. 

39. Adverbs of quantity require the preposition de, when 
placed? before a substantive. 

A-t-on? 

40. The interrogative construction, when the subject is a pro- 
noun, is formed by placing the subject after the verb. "We 
should accordingly translate " Do you know," by " Savez-vous,^^ 
and "Do we think," by *' Fensons-nous." The verb and pronoun 
in this case are joined by a hyphen. 

41. It has been seen already, that the t in a-t-on is merely 
euphonic ; it is introduced when the verb in the third person 
sinofular ends with a vowel. 



'o 



iV'a-^07^ pas. 
42. This is a model of the combined form, interrogative and 
negative, when the subject is a pronoun : 1st. The negative ne. 
2d. The verb. 3d. The pronoun. 4th. The second part of the 
negative. We should, according to this model, translate ** Was 
he not?" by '' JSTetait-il pas T "Don't you know?" by "iVc 
savpz-vous pas T' 



FIRST LESSON. 

Vous le savez. 



11 



43. The personal pronoun precedes the verb, not only when 
it is the subject, as vous, but also when it is its regimen, whether 
direct, as le, or indirect. 



LEXICOLOGY. 

Substantives ending with ice, are alike in both languages. 
Ex. Vice. See Obs. 20. 

About 80 words ending with ance, are alike in both languages. 
Ex. Alliance. See Obs. 23. 

About 250 words ending with al, are alike in both languages. 
Ex. General. See Obs. 30. 

A considerable number of adverbs of quality are formed from 
adjectives by the addition of ment or ement, which corre- 
sponds to the English ending Zy. Ex. Generalement, generally. 
See Obs. 31 and 32. 

ADDITIONAL WORDS* 



Bonbon^ 


Bonbon, sweetmeat. 


Pemif, 


Pensive. 


Bonte, 


Goodness. 


Solitaire, 


Solitary. 


Lictionnaire 


, Dictionary 


Solitude, 


Solitude. 


Electeur^ 


Elector. 


Surtout, 


Overall. 


Generalite^ 


Generality. 


Totalite, 


Totality. 


Genereux^ 


Generous. 


Unanime, 


Unanimous. 


Lecteur., 


Keader. 


Uniformite, 


Uniformity. 


Lecture., 


Reading. 


Union, 


Union. 


Naif, 


Ingenuous. 


Unique, 


Unique. 


Naivete., 


Ingenuousness. 


Unisson, 


Unison. 


Nation, 


Nation. 


Universel 


Universal. 


Nature, 


Nature. 


Universite, 


University. 


Naturel, 


Natural. 


Verite, 


Truth. 


Pardon, 


Pardon. 


Vicieux, 


Vicious. 



* Under this head will he found such new and useful expressions as, by 
the'r analogy with those of the text, or their resemblance to the English, can 
be easily learned. 



12 FIRST LESSON. 

EXERCISES 

UPON THE GEAMMATICAL OBSERVATIONS AND UPON THE EITLES OF 
SYNTAX* 

1. Form the feminine of the following adjectives, according to 
these models: Premiere — Jeune. See Obs. ISTos. 2 and 6. — 
Elec tor a I — Unique — Se u I — Soli taire — Na ta I — Na tional. 

2. Translate the followinsx, accordino^ to these models : Le 
jeune Alexis — La paresse — Les proverbes. See Obs. Nos. 5 and 
34. — The lesson — The lessons — The elections — The boy — The 
sohtude — The vice — The vices — The birth. 

3. Models : Un (/argon — Une legon. See Obs. No. 7. — A 
vice — A birth — A verb — An adverb — One proverb. 

4. Models: Un gargon qvi avait — Une legon qui etait. See 
Obs. No. 9, and Syntax, No. 37. — The lesson which — The 
elections that — The general who. 

5. Models : Ce vice — Get autre — Cette legon. See Obs. No. 
19.— This boy— This adverb— That fault. 

6. Model: Vice. See Obs. No. 20. — This service — This 
sacrifice — An office — An edifice — The caprice — The precipice. 

I. Model : Donne, from donner. See Obs. No. 22. — One 
thinks. 

8. Form the plural of the following adjectives, according to 
this model : Autres. See Obs. No. 25. — Seul — Solitaire. 

9. Translate according to this model : C'est un proverhe. 
See Obs. No. 26. — It is a lesson — It is an election — It is good — 
It is a boy — It is a fault. 

10. Model: Voufi le savez. See Obs. No. 27, and Syntax, 
No. 43. — You give it — You think it — You give her — You give 
them. 

II. Model: Nous pensons. See Obs. No. 28. — We give. 
12. Form the plural of the following substantives, according 

to this model : Proverhes. See Obs. No. 29. — Legon — Elec- 
tion — Gargon — Defaut — Vice. 

* No dictionary is required for these studies, because all the words intro- 
duced have been given in the text, or in the course of our explanations, 
or under the liead of Lexicoloiry, among the additional words. See page 11. 
The student should also abi^tiuii from using the key to these exercises, until 
he lias written his own transljition. 



FIRST LESSON. 13 

13. Form adverbs from the following adjectives, according to 
this model: Generalement, from general. See Obs. Nos. 31, 
32. — Seul — Autre — Premier — Vrai — Total — Verhal — P rover - 
bia I — Pinal — Mora I. 

14. Translate according to these models : Premiere legon — 
Les 2)roverhes sont vrais. See Syntax, No. 33. — A single lesson 
— The good boys — The young boys. 

15. Models: La paresse, Laziness — Les proverhes, Proverbs. 
See Syntax, No. 35. — The boys are in solitude — Vice is fatal. 

16. Model: Tin assez hon gargon. Syntax, No. 36. — Young 
enough. 

17. Model : Alexis ^^avait pas un defaut. Syntax, No. 38. — 
You do not know — We do not think — One was not — One had 
not — We do not give. 

18. Model: Comhien n^ fois. Syntax, No. 39. — How many 
lessons — Verbs enough — Boys enough. 

19. Model: A-t-on^ Syntax, No. 40. — Do you know? — 
Do we think '? — Do you give ? 

20. Model: N'a-t-on pas? Syntax, No. 42. — Do you not 
know ? — Do we not think ? — Do you not give ? 



PHRASES FOR COMPOSITION* 

TO BE TEAXSLATED IXTO FEEXCH. 

1. The first fault gives bijth to all others— 5, 33, 34.** 

2. You know a single lesson — 2, 7, 33. 

3. Alexis had a vice — 7, 20. 

4. You know this lesson, which is the first — 19, 37, 

5. Alexis, who was good, had but a single fault — 37, 11, 38. 

6. That fault, which was fatal, was laziness — 37, 35. 

7. You know that this sacrifice is good — 20. 

8. All these edifices are uniform — 20, 19, 33. 

9. Alexis thinks that proverbs are not true — 22, 35, 38, 33. 
10. It is Alexis who thinks that laziness is a fault — 26, 37, 22. 

* These sentences ought to be prepared, at home, and written down 
carefully in a book. 

** Tlie figures after each phrase refer to the rules contained in the Second 
Division. Sec pages 4, 5, 6, &c. 



14: FIEST LESSON. 

11. It is a lesson that we give — 26, 28. 

12. We give you a lesson — 28, 43. 

13. You give us a lesson — 43. 

14. To whom does one give that lesson? — 37, 40, 41. 

15. One gives it to those young boys — 2*7, 43. 

16. That boy is young enough — 36. 

1*7. Laziness was not the fault of Alexis — 38. 

18. We do not give a single lesson — 38. 

19. How many proverbs do you know ? — 39. 

20. Do you not know that laziness is a vice ? — 42. 

21. Do you not think that you know the first lesson? — 42. 



SECOND LESSON. 15 



SECOND LESSON.* 

FIEST DIVISION. PEACTICAL PAET. 

TEXT.** 

LITERAL TRANSLATION. 

Deuxi^me le^on. 

Second 

liC p^re d' Alexis, homme intelligent et 

father of man intelligent and 

actif, exer§ait la profession de meniii- 

active, exercised profession joiner 

sier. On le Toyait presque toiijowrs a 

Mm saw almost always at 

son etabli, I'oeil anime, les manehes 

his bench the eye animated sleeves 

retroussees jusqu'au coude, et la scie ou 

tucked up until to the elbow saw or 

le rabot h la main. 

plane hand. 



THE SAME IN GOOD ENGLISH. 

The father of Alexis, an intelligent and active man, was a 
joiner. He was almost always to be seen at his bench, with his 
eye bright, his sleeves tucked up to his elbows, and with a saw or 
a plane in his hand. 

* At the beginning of eacTi new lesson, the student should rehearse the 
text and literal translation of all previous ones, so as to be sure of having 
fully mastered every word that has preceded. The best mode of effecting 
this would seem to be, for the teacher to read aloud, in small fragments, both 
the English and the French, making the'pupil translate them. 

** The directions given in note * on page 1, are ro important that they 
wonld be here again earnestly recommended, as never to be omitted. 



n 



SECOND LESSON. 



QUESTIONS AND ANSWERS FOR CONVERSATION* 



What lesson is this ? 

Qui etait un homme intelhgeut et 
actif? 

What sort of a man was the fa- 
ther of Alexis ? 

Qui exer^ait la profession de me- 
nuisier ? 

What was his trade ? 

What did the father of Alexis do ? 

When was he to be seen at his 

bench ? 
Where was he to be seen ? 
Uow Avas his eye? 
How were his sleeves ? 
What had he almost always in 

his hand ? 
What was animated ? 
What Avere tucked up ? 
Qui voyait-on presque toujours k 

son etabli? 



C'est la deuxieme lecjon. 
Le pere d' Alexis. 

Un homme intelligent et actif. 

Le pere d'Alexis. 

La profession de menuisier. 

Le pere d' Alexis exerijait la pro^ 

fession de menuisier. 
Presque toujours. 

A son etabU. 

Animi;. 

Retroussees jusqu'au coude. 

La scie ou le rabot. 

Son ceil. 
Ses manches. 

Le menuisier — or, Le pere d'A- 
lexis. 



SENTENCES FOR ORAL TRANSLATION.* 



TO BE TUENED INTO ENGLISH. 

Le pere etait actif. 

Le gargon etait intelhgent. 

Le pere etait un menuisier. 

Le pere etait toujours k son eta- 
bli. 

Le gar9on n'etait pas actif. 

Le pere avait I'oeil anime. 

Le menuisier avait les manches 
retroussees. 



TO BE TURNED INTO FKENOH. 

The father was active. 

The boy was intelligent. 

The father was a joiner. 

The father was always at his 

bench. 
The boy was not active. 
The father had a bright eye. 
The joiner had his sleeves tucked 

up. 



* See notes at the bottom of pp. 2 and 8. It will be well to refer to all 
the notes of the first lesson, until a familiarity with the system shall have 
rendered such aid unnecessary. 



SECOND LESSON. 



17 



Le garQon avait line scie a la 
main. 

Le p^re avait un rabot a la main. 

Le pere voyait son gar^on. 

Le garQon ne voyait pas son pere. 

Le menuisier est a son etabli. 

Le menuisier n'est pas a son eta- 
bli. 

Le pere donne une legon a son gar- 
Qon. 

Le pere donnait nne le^on a son 
garQon. 

Son oeil est anime. 

Combien de lemons savez-vous ? 

xnTous savons la premiere le(;on. 

Ise savez-vous que la premiere ? 

l^ous savons la deuxieme le9on. 



The boy had a saw in his hand. 

The father had a plane in his hand. 
The father saw his boy. 
The boy did not see his father. 
The joiner is at his bench. 
The joiner is not at his bench. 

The father gives a lesson to his 

boy. 
The father gave a lesson to his 

boy. 
His eye is bright. 
How many lessons do you know ? 
We know the first lesson. 
Do you know but the first ? 
We know the second lesson. 



Once more, we recommend the learner who is anxious to speak 
and understand as speedily as possible, to devote all his exertions 
to the study of this first division of each lesson, and to pass over 
the theoretical part of it. 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GRAMMATICAL PECULIARITIES IN THE TEXT. 

Of what gender is pere ?* — 8.** 

Why do we say " b' Alexis," and not " de Alexis?" — 11. 

Of what gender is homme ? — 8. 



* The questions here introduced are confined to such things as have 
already been explained in our previous instructions. Their principal object 
is to furnish an opportunity of seeing whether the student has well under- 
stood all the remarks that have been made. 

** The figures refer to the observations in second division of each lesson. 
See pp. 4, 5, 6, &c. 



18 SECOND LESSON. 

Of what gender is menuisier? — 8, 14. 

Of what gender is etahli? — 14. 

Of what gender is oeil? — 14. 

Why do we say '*-L'oeilJ^ and not "le ceilV — 11. 

Of what gender is manche? — 15. 

Why is there an 5 added to the word manche? — 29. 

Of what gender is scie? — 15. 

Of what gender is rahot? — 14. 



Deuxieme comes from deux^ two, from the Latin Bno. 

44. The termination ieme is added to the cardinal numbers, 
to form the ordinal numbers. 

Pere comes from the Latin pater, father, as can be seen frona 
the derivatives paternel^ paternal, fatherly ; paternite^ paternity. 

D'Alexis stands for de Alexis (11). 

Homme comes from the Latin homo, man, as can be seen from 
the derivative homicide. 

Intelligent is alike in French and English. 

45. The termination ent is found in adjectives and substan- 
tives, about 130 of which are the same in both languages: as, 
intelligent, diligent, prudent, accent, accident, etc. 

Et comes from the Latin et, and. 

AcTiF is an adjective, derived from the verb Agir, to act. 

46. The termination if is proper to adjectives, 229 of which 
end in ive in English, without any other difference, as : persuasif, 
persuasive ; decisif, decisive ; pensif, pensive ; corrosif, corrosive ; 
^a5s?/, passive, etc. 

ExERgAiT is the third person singular of the imperfect tense 
of the indicative mood of the verb exercer, to exercise. 

47. The third person singular of the imperfect tense of verbs 
ending in the infinitive mood in er is formed by changing this 
termination into ait. 

48. Verbs ending in the infinitive mood in cer, as exercer, 
take a cedilla under the c (9) before the vowels a and o, in order 
that the c may preserve the sound of s ; otherwise it should be 
pronounced as k. 



SECOND LESSOX. 19 

Profession is feminine ; it comes from the verb professer^ 
to profess, which has also given the word professeur^ professor. 

49. Substantives ending in ion are very numerous. About 
1,100 of them are the same in both languages, 3i% profession, ac- 
tion, union, ambition, conversation, etc. 

50. Substantives ending in sion, as 2^rofession, are feminine. 
Mexcisier is of the mascuHne gender (8). 

VoYAiT is the third person singular of the imperfect tense of 
the indicative mood of the irregular verb voir, to see, which 
comes from the Latin videre, to see. 

Presque is formed of pres, near, and que. 

TouJOURS is formed of tous, all, and jours, the plural oi jour, 
day. The principal derivatives of jour are journal, journal ; 
journaliste, jonvnsilist ; jouriiellement, daily; ajourner, to adjourn; 
aujourd'hui, to-day ; bonjour, good day. 

51. Son, from the Latin suus, corresponds to his, her, its, 
and one's. It is masculine and singular. Its feminine is sa, and 
the plural ses. 

Etabli is of the mascuhne gender (14). 
L'geil stands for le oeil (11). 

Anime, used here as an adjective, is the past participle of the 
verb animer, to animate. 

52. The past participle of verbs ending in er in the infinitive 
mood is formed by changing this termination into e. 

Manche, from the Latin manica, sleeve, is of the feminine 
gender. The principal derivatives of manche are, manchon, muff; 
and manchette, ruffle. 

The word maxche, as will be seen later, signifies also handle, 
coming from the Latin manus, hand, in which case it is mascu- 
line. 

RETROUSsi: is the past participle of the verb retro^isser, to 
tuck up (52). 

Retrguss^es is the feminine and plural form of retrousse. 

53. Participles form their feminine and plural in the same 
manner as adjectives (2, 25). 

Jusqu'au stands for j usque au. 

54. Jusque comes from the Latin usque, until, so far as. It 
does not refer merely to time, as till or until in English, but de- 



20 



SECOND LESSON. 



notes distance, and often corresponds to as far as, to, unio, up to, 
down to, and even. The final e of jusque is cut off before the 
words a, au, aux (plural of au), and ^c^, here. 

Au stands for d le. 

55. The two words a le (to the) are always contracted into 
au, before a word beginning with a consonant. But when the 
next word begins with a vowel or an h mute, they remain sepa- 
rate, and the e of le is cut off (11), as, " a Vetabli, to the bench ; 
a Vhomme, to the man." 

CouDE is masculine notwithstanding its feminine termina- 
tion (15). 

Ou comes from the Italian or the Spanish o, or. It corre- 
sponds to either and or. 

Rabot is masculine (14). 

Main comes from the Latin manus, hand. It is feminine not- 
withstanding its masculine termination. 

The genders are the most puzzling difficulty to an English 
learner, and as this arises principally from the number of the excep- 
tions, care should be taken to become familiarized with them. It 
would be proper, we think, to have a copy-book with each page 
divided into two columns, and to transcribe every exception as 
soon as it occurs. The following may serve as a model. 



WOEDS THAT AEE MASCFLESTE, 
THOUGH HAVINa A FEMININE 
TEEMINATION. 

The names of males, such as 
pere, Jiomme. 

ISTouns ending in ice, as vice. 

Coude. 

MancTie (handle). 

Verhe, adverse, prover'be. 



Words that are feminine 

THOUGH having A MASCULINE 
TERMl-NATION. 

The names of females. 
Nouns ending in sion, as profes- 
sion. 
Legon. 
Fois. 
Main. 



The whole text of our lesson conoprises all the exceptions ; so 
that when the student has gone through it, his list will be com- 
plete. 



SECOND LESSON. 21 



SYNTAX. 

Why do we say *'Le pere,'' and not "La pere,''^ or "Les 
p^rer'—M* 

Why do we say " La profession,''^ and not " Le profession ? " — 
34, 50. 

Why is LE before the verb, in the phrase " On le voT/ait?'^ — 
43. 

Why do we say " Les manckes,'' and not " La manches .^" — 34. 



Le pere d' Alexis. 

This can be rendered in Enghsh by, " The father of Alexis," 
or, "Alexis's father." 

56. There is no such thing in French as the possessive case. 
When it occurs in English, it should be rendered according to 
the above model. 



Ze p^re d' Alexis, homme actif, exergait, etc. 

The English construction would require the article a before 
man. 

57. In incidental clauses, like the above, where homme actif 
is a sort of parenthesis, the word un or une is very often omit- 
ted. 



Homme intelligent et actif 

58. The place of the adjective in French can hardly be sub- 
jected to rules. It sometimes precedes and sometimes follows 
the substantive, without any precise reason ; and often according 
to the taste or caprice of the speaker. Practice and observation 
are the best guides in this case. We shall only state, as a gen- 
eral remark, that when two or more adjectives belong to one 
substantive, it is surer to place them after it. 

* Sco notes at the bottom of page 17. 



22 SECOND LESSON. 

59. We can saj in English, " An intelligent, active man," or, 
" An intelligent and active man.'' In French, the conjunction 
et must not be suppressed. 



La profession de menuisier. 
The profession of a joiner. 

60. The article a or an is not expressed before a substantive 
which is used adjectively, that is, which quaUfies either the sub- 
ject or the regimen of a verb. 

We should therefore render " He is a joiner," by "II est me- 
7iuisier," because menuisier qualifies il, and we should translate 
"A joiner has a plane," by "Un menuisier a un rahot," be- 
cause neither menuisier nor rabot qualifies any other word — the 
one being the subject, and the other the regimen of the verb a. 



On le voyait. 

One saw him. 

He was seen. 

61. The indefinite pronoun on is much more frequently used 
in French than the word one is in English. It often corresponds 
to the passive form (18). 



Uoeil anime. — Ze rahot a la mairi. 
His eye animated. — A plane in his hand. 

62. The article le, la, les, is used instead of a possessive 
adjective, before a regimen, when the sense clearly shows who 
the possessor is. 

L'oeil anime. — Les manches retroussees. 

63. When the past participle is used as an adjective, it fol- 
lows the rule of the adjective, and agrees in gender and number 
with the substantive. 



SECOIJD LESSON. 



23 



LEXICOLOGY. 

About' 130 words ending with ent are alike in both lan- 
guages. Ex. Intelligent. See Obs. 45. 

229 adjectives ending with ive in English, become French 
by changing ive into if. Ex. Activ^e, actif. See Obs. 46. 

About 1,100 substantives ending with ion are alike in both 
languages. Ex. Profession. See Obs. 49. 

ADDITIONAL WORDS* 



Acte, 


Act. 


Odieux, 


Odious. 


Acteur^ 


Actor. 


Pardonner, 


To pardon. 


Activite, 


Activity. 


Patrie, 


Eatherland. 


Actuel, 


Actual. 


Patriote, 


Patriot. 


Agent^ 


Agent. 


Prevoir, 


To foresee. 


Agilite, 


AgUity. 


Prewycmce, 


Foresight. 


Agiter^ 


To agitate. 


Eaboter, 


To plane. 


Apres, 


After. 


PetaMir, 


To re-estabhsh. 


Liminuer^ 


To diminish. 


Pevoir, 


To see again. 


Double^ 


Double. 


Pevue, 


Eeview. 


Douhler^ 


To double. 


Scier, 


To saw. 


Etallir, 


To establish. 


TaUe, 


Table. 


Exact, 


Exact. 


Tableau, 


Picture. 


Gentilhomme, 


(ientleman. 


Vis-a-vis, 


Opposite. 


Hiimain, 


Humane. 


Visible, 


Visible. 


Humanite^ 


Humanity. 


Visite, 


Visit. 


Intellectnel, 


Intellectual. 


Visiter, 


To visit. 


Intelligence, 


Intelligence. 


Void, 


Behold, here is, 


Manier, 


To handle. 




or here are. 


Manvel, 


Handbook. 


Voild, 


Behold, there is, 


Mo ins, 


Less. 




or there are. 




EXERCISES 





UPON THE GliAMilATICAL OBSERVATIOXS AXD UPON THE EULE3 OF 
SYNTAX.** 

1. Translate the following adjectives into French. See Obs. 
46. — Adoptive — Affirmative — Attentive — Collective — Commu 
nicative — Convulsive — Corrosive — Descriptive — Destructive- 
Digestive — Excessive — Fugitive — Imitative — Pensive. 



* Sec note on page 11. 



** See note on page 12. 



24 SECOND LESSON. 

2. Model : Le ph-e exer^ait. See Obs. 47. — The actor ani- 
mated — The man gave — The joiner pkned — :The boy sawed. 

3. Model: La profession. See Obs. 60. — The collision — 
The conclusion — The decision — The profusion — The vision — The 
convulsion — The pension — The version — The compassion — The 
discussion — The permission — The possession. 

4. Model: Son ^tahli. See Obs. 51. — His agent — Its han- 
dle — One's journal — Her boy. 

5. Model :^mwie. See Obs. 52. — Handled — Planed — Sawn 
— Visited — Adjourned — Agitated — Given — Diminished. 

6. Model : Retroussees. Give the feminine and plural forms 
to the above participles. See Obs. 53. 

7. Model: Au coude, for a le coude. See Obs. 55. — To the 
vice — To the boy — To the gentleman — To the journal — To the 
joiner — To the father. 

8. Model : Le pere n' Alexis, for *' Alexis's father." Syntax 
66. — The gentleman's agent — The animal's agility — The elector's 
activity— The father's action — The actor's animation. 

9. Model : La profession de menuisier. Syntax 60. — Dela- 
tour is a joiner — This joiner is an elector — The elector was a 
patriot — The actor is a father. 

10. Model: On le voyait, for "He was seen." Syntax 61. — 
He was agitated — He was animated — He is given — It is dimin- 
ished — He is exercised — We are exercised — It was sawn — You 
were visited. 

11. Model : Le rahot a la main, for *• The plane in his hand." 
Syntax 62. — We give our hand — Alexis gives his hand. 



PHRASES FOR COMPOSITION* 

TO BE TEANSLATED INTO FEENCH. 

1. The joiner has two boys — 44. 

2. You know that Delatour is a good father — 60. 

3. The father is prudent and attentive — 45, 46. 

4. The father is persuasive and indulgent — 45, 46. 

5. We exercise the profession of his father — 28, 48. 

* See note * on page 13. 



SECOND LESSON. 25 

6. AVe exercise another profession — 28, 48. 

7. Passion is not always a vice — 35, 38. 

8. Tlie professor gives us the permission — 22, 43, 50. 

9. The procession was seen — 50, 61. 

10. His eye is animated — 51. 

11. His plane was good — 51. 

12. The lesson is given — 53, 63. 

13. The actor had exercised his eye — 52. 

14. We give a saw to the boy — 28, 55. 
15.. AVe give a plane to the joiner — 55. 

16. Do you know Delatour's profession ? — 56. 

17. Alexis's sleeve was tucked up — 56. 

18. Laziness, an odious vice, was his only fault — 57. 

19. Delatour, a good joiner, had but one fault — 57. 

20. His agent is an impertinent, brutal man — 45, 30, 59. 

21. It is a true, expressive, good proverb — 58, 59, 46. 

22. The joiner is a good, diligent man — 58, 59. 

23. His father is an actor — 60. 

24. You know that Delatour is a joiner — 60. 

25. A man who is a father is indulgent — 60. 

26. The joiner was seen at his bench — 61. 

27. Were the actors seen ?-^61, 40. 
28. 'You were not visited — 61, 38, 43. 

29. It has been said that laziness gives birth to all vices — 61. 

30. A lesson has been given — 61, 52. 

31. We give you our hand — 62. 

32. This boy gives us his hand — 65. 

33. The actor is agitated — 63. 

34. The two first lessons are given — 63. 

2 



26 THIRD LESSON. 



THIRD LESSON.* 

FIEST DIVISION. PRACTICAL PART. 

TEXT.** 
LITEM AL TRANSLATION. 

Troisi^me le^on. 

Third 

II §€ desolait, parce qu'il lae poiivaat 

He himself grieved because could 

oMenir de son His ciM'il stiivit son exenipSe. 

to obtain son should follow {subj.) example. 

'' Qwel iaineant V^ disait-il. ^' Ow va-t-il ? 

What drone said AVhere goes 

Cfcwe iait-il? A qwoi cet idiot passe-t-il 

What does what that idiot passes 

son temps? Est-ce «|u'il ne se corrigera 

time Is it that will correct 

jamais ? Comment done lui faift*e en- 

never How then to him to make to 

tendre raison ? " 

hear reason. 



THE SAME IN GOOD ENGLISH. 

He was grieved, because he could not get his son to follow 
his example. " What a drone ! " said he. " Where does he 
go ? What does he do ? How does the idiot spend his time ? 
Will he never mend ? How. shall I make him listen to reason V 

* See first note on page 15. ** See note on page 1. 



THIRD LESSON. 



27 



QUESTIONS AND ANSWERS FOR CONVERSATION.* 



What lesson is this ? 
Qui se desolait ? 

What did the father do ? 
Qu'est-ce qu'il ne pouvait obtenir 

de son fils ? 
De qui ne pouvait-il I'obtenir ? 
Why did he grieve ? 

Que disait-il ? 

What was his first question ? 

What was his second question ? 

What did he call his son ? 

Wliat question did he ask about 

the idiot's way of spending his 

time? 
What doubt did he express about 

the reformation of his son ? 
Qu'est-ce que son fils n'entendait 

pas? 
What did the father want to do ? 



Cest la troisieme IcQon. 

Le menuisier — or, Le pere d'A- 

lexis. 
II se desolait. 
Qu'il suivit son exemple. 

De son fils. 

Parce qu'il ne pouvait obtenir do 

son fils qu'il suivit son exemple. 
Quel faineant ! 
Ou va-t-il ? 
Que fait-il ? 
Get idiot. 
A quoi cet 

temps ? 



idiot 



■t-il 



son 



Est-ce qu'il ne se corrigera ja- 
mais? 
II n'entendait pas raison. 

Lui fau-e entendre raison. 



SENTENCES FOR ORAL TRANSLATION.** 



TO BE TURNED INTO ENGLISH. 

Le faineant desolait son p^re. 

Comment savez-vous qu'il deso- 
lait son p^re. 

Parce que son pere le disait. 

Son p^re pouvait-il lui faire en- 
tendre raison ? 

Nous ne le pensons pas. 

II ne se corrigera jamais, disait-il. 

Nous pensons qu'il se corrigera. 

Est-il intelligent? 

II n'est pas intelligent. 



TO BE TURNED INTO FRENOK. 

The drone grieved his father. 
How do you know that he grieved 

his father ? 
Because his father said so. 
Could his father make him listen 

to reason ? 
We do not think he could. 
He will never mend, said he. 
We think that he will mend. 
Is he intelligent? 
lie is not intelligent. 



* See note on page 2. 



See note on page 8. 



28 



THIRD LESSON. 



II est idiot. 

Ou va le menuisier ? 

II va k son etabli. 

Que fait-il a son etabli ? 

II retrousse ses manclies. 

II a une scie a la main. 

II n'est pas faineant. 

Que donne-t-il k son fils ? 

II lui donne Texemple. 

Que pensez-vous de cet exem- 

ple? 
Nous pensons qu'il est bon. 
Combien de fils a cet homme ? 
II a trois gar(^ons. 
Le premier est un faineant. 
Le deuxieme est un idiot. 
Mais le troisieme est intelligent. 
Que savez-vous ? 
Nous savons la troisieme legon. 
Mais ce n'est pas assez. 



He is an idiot. 
Where is the joiner going ? 
He is going to his bench. 
What is he doing at his bench? 
He is tucking up his sleeves. 
He has a saw in his hand. 
He is not a drone. 
What does he give his son ? 
He gives him an example. 
What do you think of that ex- 
ample ? 
We think that it is good. 
How many sons has that man ? 
He has three boys. 
The first is a drone. 
The second is an idiot. 
But the third is intelligent. 
What do you know ? 
We know the third lesson. 
But it is not enough. 



SECOND DIVISION. 



-THEOEETICAL PAET. 



ANALYTICAL STUDY 

OF THE GEAMMATIOAL PEOULIAEITIES IN THE TEXT. 

What is the radical syllable of the word troisieme?* — 44. 

What is the meaning of trois ? 

What does the termination ait denote in desolait? — 47. 

What is the plural oi fils ? — 17. 

Why do we say qu'il, and not que il? — 11. 

Of what gender is fils ? — 8. 

Of what gender {^faineant? — 14. 

Why is there a i{ in va-t-il and passe-t-il ? — 41. 

Why, in fait-il, is there no t hetween fait and il ? — 41. 

Of what gender is idiot? — 14. 

Of what gender is temps? — 14. 



* See notes on page 17. 



THIRD LESSON. 29 



Troisieme comes from trois^ three (44). 

64. II is a personal pronoun, corresponding to he and it. It 
is masculine and singular, and is always a subject. Its plural is 
ils, corresponding to they^ and, like the singular, always mascu- 
line, and used as a subject. 

65. Se, from the Latin se, is a personal pronoun, of both 
genders and numbers, corresponding to himself^ herself^ itself, 
one's self themselves, as a direct regimen, thus : " Se voir, to see 
one's self ; il se voyait, he saw himself." Se corresponds 
also to to himself, to herself, etc., as an indirect regimen, thus : 
" Se dire, to say to one's self ; il se disait, he said to him- 
self." 

Desolait is a form of the verb desoler (47), to desolate, which 
sometimes takes the reflective form {se desoler), and signifies 
to grieve, or to he grieved. 

66. Many verbs, which become neuter or passive in English, 
remain active in French, with what is called the reflective or 
pronominal form. " //e grieves,^^ is rendered by, "// se desole, 
he grieves himself." 

67. Parce que is a combination of three words: par, by ; 
ce, that ; que, which. When combined as above, it signifies, he- 
cause ; but when the three words remain sejDarate, they retain 
their original meaning, as : "Par ce qu'zZ voyait, il pensait que 
son fils etait un faineant. By that which he saw, he thought 
that his son was a drone." 

Pouvait is the thirfl person singular of the imperfect tense of 
the irregular wQrh pouvoir, to be able. 

Obtenir comes from the irregular verb tenir, to hold, to keep, 
from the Latin ienere. 

68. Ob is a Latin preposition, signifying hefore or against. 
In French, it is an inseparable particle, beginning words which 
are generally the same, or nearly the same in English, as : ohtenir, 
to obtain ; obliger, to oblige ; ohjecter, to object ; obstacle, obsta- 
cle. In French as well as in English, ob is changed into OC, of, 
op, according to the consonant which begins the radical word, 
as : occasimi, occasion ; occurrence, occurrence ; offenser, to off'end ; 
q^Wr, to offer ; op)poser, to oppose; oppresseur, oppressor. 



80 THIRD LESSOX. 

69. — ir is one of the three terminations of the infinitive 
mood of French verbs. 

Tenir enters into the formation of quite a number of verbs, 
the principal of which are : s'ahstenir^ to abstain ; appartenir, to 
appertain, to belong ; conienir, to contain ; detenir, to detain ; 
entretenir, to entertain ; maintenir, to maintain ; retenir, to retain ; 
soutenir, to sustain ; and these in turn give rise to many more 
derivatives, as abstinence, detention, etc., etc. 

FiLs comes from the Latin filius, son. Its most important 
derivative is Jille, daughter, girl. 

SuiviT is the third person singular of the past tense of the 
subjunctive mood of the verb suivre, from the Latin sequi, to fol- 
low. This verb is irregular, but its irregularity does not extend 
to the subjunctive mood. 

70. The third person singular of the past tense of the sub- 
junctive mood of verbs ending in re in the infinitive, is formed 
by changing this termination into it. 

The most important derivatives of suivre are : suite, suite, se- 
quel ; poursuite, pursuit ; and poursuivre, to pursue. 

ExEMPLE comes from the Latin exemplum. It is masculine, 
notwithstanding its termination (15). 

71. Quel, from the Latin qualis, what, is a pronominal ad- 
jective, generally corresponding to what ; sometimes to which. 
Its feminine is quelle; its plural masculine quels, and its 
plural feminine quelles. 

Faineant is a combination of the two words, /a^7, does, and 
neant, naught or nothing. 

DisAiT is the third person singular of the imperfect tense of 
the irregular verb dire, already seen. 

Ou, from the Latin uhi, where, is distinguished from ow, the 
conjunction or, by the grave accent placed over the u. The 
accent, however, has no influence on the sound of the word. 

Va, from the Latin vadere, to go, is the third person singular 
of the present tense of the indicative mood of the irregular verb 
aller, to go. 

72. Que, when used as a pronoun, is either absolute or rela- 
tive. When absolute, it corresponds to what, as in this lesson ; 



THIKD LESSOX. 31 

when relative, it signifies whom, tvkicJi, or that. In both cases 
it is almost invariably a direct regimen. 

Fait is the third person singular of the present tense of the 
indicative mood of the irregular verb /aire, to do, to make, to 
perform, from the Latin facere. 

Among the numerous derivatives of this verb the principal are : 
affaire, affair, business; contrefaire, to counterfeit; difaire^ to 
undo ; defaite, defeat ; faisahle, feasable ; refaire, to do over 
again ; satisfaction, satisfaction ; satisfaire, to satisfy ; satisfai- 
sant, satisfactory ; satis/ait, satisfied, etc. 

73. Quoi, as well as que, may be either absolute or relative. 
This pronoun refers to things and not to persons. When ab- 
solute, it corresponds to what, or what thing, and is generally 
governed by a preposition. When a relative, which seldom hap- 
pens, it signifies which, and is always an indirect regimen. 

Get has the same meaning as ce. See 19. 

Idiot comes from the Greek i5iC)rr\g, unskilled. 

Passe is the third person singular of the present tense of the 
indicative mood (22) of the \ev\> passer, to pass. 

Temps, from the Latin tempus, time, has two significations in 
French, time and weather. 

CoRRiGEiiA is the third person singular of the future tense of 
the verb corriger, to rule. 

74. The third person singular of the future tense of verbs 
ending in er in the infinitive mood is formed by adding a to 
this termination. 

The Latin word corrigere, from which the French corriger 
comes, is formed of the preposition cum, with, and the vei'b 
regere, to rule. Its proper meaning is, to make even with the 
RULE, to bring within the iwjle. 

75. Co or con is an inseparable particle, coming from the 
Latin preposition cum, with. It denotes association, concord, 
gathering, putting together. It begins words which are generally 
the same, or nearly the same, in English, as : coalition, coalition ; 
coefficient, coefficient ; conceder, to concede ; conclusion, conclu- 
sion. In French, as well as in English, CO or COn is changed 
into col, com, cor, according to the letter which begins the 



32 THIRD LESSON. 

radical word, as : collateral, collateral ; collegue, colleague ; com- 
mission, commission; com^mrer, to compare; correct, correct; 
corroder, to corrode. 

76. Jamais comes from the Spanish jamas, never. It is 
generally negative, and consequently generally preceded or fol- 
lowed by NE, as : II ne se corrigera jamais ; or, Jamais il 
NE se corrigera. But sometimes, when used without ne^ it be- 
comes -affirmative, and corresponds to ever, as : Ouhlier pour 
jamais, to forget forever. 

Comment comes from the Latin quomodo, how, in what man- 
ner. 

DoNC comes from the Italian adunque, then. 

77. Lui, from il, already seen, is a personal pronoun cor- 
responding to he, him, sometimes to it. It is particularly used 
as an indirect regimen, and signifies either to him or to her. In 
this case it refers to persons only. 

Faire is an irregular verb already mentioned as the root of 
numerous derivatives. See/a^7 above, on page 31,- line 3. 

Entendre has three significations in French : to intend, to un- 
derstand, and to hear. 

78. — re is one of the three terminations of the infinitive 
mood of French verbs. 

Kaison, from the Latin ratio, reason, is feminine. 

79. All the substantives ending in alson are feminine. 



SYNTAX. 

In the phrase, " // ne pouvait,^^ what word is understood after 
pouvait? — 38."^ 

Why is the phrase, " Where does he go,^'' expressed by " Om 
va-t-ilV— 4:0,4.1. 

Why do we say, " II ne se corrigera,^'' and not, " II ne corrigera 

BE?"— 43. 

* See notes on page 17. 



THIKD LESSON. 33 



II ne pouvait ohtenir. 
II ne pouvait pas ohtenir. 

80. In negative sentences, tlie word pas may be suppressed 
after the verbs cesser, io cease; osei^ to dare; pouvoir, to be 
able ; and savovr, to know, especially when these verbs govern 
an infinitive. 

II ne pouvait ohtenir de son Jils qu'il suivit son excmple. 

QuHl suivit is the past tense of the subjunctive mood. 

81. The subjunctive mood generally expresses that the action 
of the subject is wished, wanted, or required by another person. 

In the present instance, the father wanted his son to follow his 
example. 

82. The tense of the subjunctive mood is determined by the 
tense of the preceding verb. 

83. The past tense of the subjunctive is employed after the 
past tenses of the indicative mood. 

Quel faineant! 
What a drone! 

84. In exclamations, the words a, an, must not be rendered 
after what. 

Que fait-il ? 

This phrase can be rendered in English by, What does he do ? 
or What is he doing ? 

85. The use of the present participle, to signify that the action 
is instantaneous, is very uncommon in French ; nor is there any 
such word as do or did, to give greater strength to an affirmation ; 
so that these three modes of expression. He gives, He is giving, 
and He does give, have but one translation in French : // donne. 



Get idiot passe-t-]l son temps ? 

It has been seen (40) that the interrogation, when the subject 
is a pronoun, is formed by placing the subject after the verb. 

- 2* 



34 THIRD LESSON. 

86. When the subject is a substantive, in interrogative phrases, 
it is generally placed before the verb, and repeated after it in the 
form of a pronoun. 

Est-Ce qu'^7 se corrigera ? 

This is another model of interrogation, not unexampled in 
English, as the following line in Julius Caesar shows : 
" "What is it that you would impart to me ? " 

87. Interrogations, in French, are often formed by placing 
est'Ce que before the subject, followed by the verb, as : " Est-ce que 
son Jils se corrigera? Will his son mend? Est-ce que vous 
savez ? Do you know ? Est-ce que nous pensons ? Do we think ? " 
This form is more familiar than the preceding. 



Commen t faire ? 

How to do? 

How shall I do ? 

88. After comment, how ; que, what ; ou, where ; pourquoi, 
why, and a few more words used like these in interrogations, the 
infinitive mood is often substituted for the indicative, when it can 
be done without rendering the sense obscure. We can express : 
" What is to be done ? " by " Que faire ? " " Where are we to 
go ? " by " Ou oiler ? " " What shall I say ? " by " Que dire ? " 



Comment lui faire entendre raison. 

In this phrase, lui is the indirect regimen of the verb faire : 
it signifies to him, whereas in the English translation, ^^ How 
shall I make him listen to reason ? " him is a direct regimen. 

89. When the verb /aire is followed by an infinitive, it requires 
an indirect regimen if the infinitive has a direct one, as is the case 
in entendre raison. 

The regimen oi faire would be direct, if the following infinitive 
had no such regimen, as in this example : II ne pouvait pas le 
faire entendre, he could not make him hear. 

The reason of this is, that the verb faire so identifies itself 
with the next verb, that both together are considered as one 



THIRD LESSON. 35 

verb, which is always active. Now, an active verb cannot have 
more than one direct regimen ; so that if there are two regimens, 
one of them must of course be indirect. 

An English example will make this more evident. To make 
see (in French /aire voir) is sometimes an equivalent to to show. 
When we say, Shovj him, for Make {us) see him, the pronoun 
is the direct regimen ; but when we say. Show him a book, the 
word hook is the direct regimen, and him the indirect regimen, 
signifying to him. 



LEXICOLOGY. 

Words beginning with ob, CO, or con, are generally much 
the same in both languages. Ex. Obstacle, coalition, conclusion ; 
obtenir, to obtain ; concede?', to concede. See Obs. 68 and lo. 



ADDITIONAL WORDS.* 



Affecter, 


To affect. 


Profit, 


Bienfaiteur, 


Benefactor. 


Profiter, 


Continent, 


Continent. 


Baisonnable, 


Continuel, 


Continual. 


Raisonner, 


Contimier, 


To continue. 


Regime, 


Difficile, 


Difficult. 


Regiment, 


Direct, 


Du'ect. 


Regie, 


Diriger, 


To direct. 


Regler, 


Eff^t, 


Effect. 


Regner, 


Effectuer, 


To effect. 


Regulicr, 


Ensuite, 


Afterwards. 


Reine, 


Facile, 


Easy. 


Boi, 


Faciliter, 


To facilitate. 


Royal, 


Intemperance, 


Intemperance, 


Royaliste, 


Lire, 


To read. 


Royaume, 


Long temps. 


Long time. 


Royaute, 


Maintenant, 


Now. 


Suivant, 


Ohstinc, 


Obstinate. 


Surpasser, 


Officier, 


Officer. 


Tout de suite, 


Farfait, 


Perfect. 


Triangle, 


Fassable, 


Passable. 


Tricolore, 


Persecuter, 


To persecute. 


Trinitc, 


Peut-ctre, 


Perhaps. 


Trio, 



Profit.' 

To profit. 

Reasonable. 

To reason. 

Regimen. 

Regiment. 

Rule. 

To regulate. 

To reign. 

Regular. 

Queen. 

King. 

Royal. 

Royalist. 

Kingdom. 

Royalty. 

Following. 

To surpass. 

Immediately. 

Triangle. 

Tri-color. 

Trinity. 

Three. 



* Sec note on page 11, 



36 THIRD LESSON. 



EXEBCISES 

UPON THE GRAMMATICAL OBSEEVATIONS AND UPON THE EULES OF 
SYNTAX. 

1. Model: Use desolait. See Obs. 04, G5, 4*7. — He gave 
himself — It doubled itself — He exercised himself — He forgave 
himself — He surpassed himself. 

2. Translate the following verbs into English, and say in what 
mood they are. Model : Obtenir. See Obs. 69. — S'ahstenir — 
Apparteni?- — Contenir — Detenir — Entretenir — Maintenir — Re- 
tenir — Soutenir — Tenir — Unir — Reunir — Etahlir. 

3. Model : QuHl suivlt. See Obs. 70. — That he might pur- 
sue — That he might hear. 

4. Model: Quel faineant? See Obs. 71. — What father? — 
What affair ? — What continents ? — What daughters ? 

5. Model : QvEfait-il? See Obs. 72.— What do you know? 
— The man whom he saw — The lesson which you know — The 
time that we pass. 

6. Model : A Qvoi passe-t-il son temps ? See Obs. 73. — [To] 
What do you think o/.^— [To] What is that good for .?— [Of ] 
What does he grieve at ? 

7. Model: Cet idiot. See Obs. 19. — This example— That 
effect — This eye — That office — This officer. 

8. Model : II corrigera. See Obs. 74. — He will continue — 
He will desolate — He will direct — He will exercise — He will 
facilitate — He will pass — He will persecute — He Avill profit — 
He will surpass — He wdll visit. 

9. Model : II ne se corrigera jamais. See Obs. 76, 38. — 
He never had — He never has — He never gives — He never 
grieved — He never said — He never was — One never is — He 
never exercised — He never does — We never think — He never 
could — He never passes — You never know — They are never. 

10. Model : Luifaire. See Obs. 77. — To appertain to him — 
To give him — To tell her — To make (to) her — To read to her. 

11. Translate the following verbs into English, and say in 
what mood they are. Model: Entendre. See Obs. 78. — Satis- 
faire — Dire — Fctire — Lire — Poursiiivre — Refairc — Svivrc. 



THIRD LESSON. 37 

12. Model: II ne pouvait obtenir. See SjDtax, 80. — He 
could not continue — He could not correct — He could not tell — 
He could not hear — He could not do — He could not read — He 
could not maintain — He could not pass — He could not follow. 

13. Model : Quel faineant ! Syntax, 84. — AYhat an actor I — 
What an animal ! — AVhat a fault ! — What an example ! — What 
a daughter ! — What a boy ! — What a lesson I — What a hand ! 

14. Model: Que fait-il? Syntax, 85. — He is going — We 
are giving — He was saying — Was he saying ? — We are think- 
ing — He is passing — Is he giving ? — He is not giving. 

15. Model: Get idiot passe-t-il son temps? Syntax, 86. — 
Had the joiner a good plane? — Has this man another son? — 
Does that vice give birth to all the othei-s ? — Was the father 
grieved ? — How did Delatour exercise his profession ? — Was the 
example good ? — Could the boy read ? — Are the proverbs true ? 

16. Model: Est-ce qu'27 se corrigera ? — Syntax, 87. — Had he 
a son? — Has he a daughter? — Will he correct that boy? — 
Does he give a lesson ? — Was he active ? — Is he young ? — Do 
we think ? — Could he pass ? — Do you know ? — Are they ? 

17. Model: Comment /aire? Syntax, 88. — What is to be 
(]one ? — How can one correct him ? — What is to be said ? — How 
shall we pass the time ? 



PHRASES FOR COMPOSITION 

TO BE TRANSLATED INTO FEEXCn. 

1. He grieves because his father corrects him — 22, Qo, C6, 43. 

2. That man could not forgive himself/or his ignorance — 80, 65. 

3. He said to himself that he was intelligent — 65. 

4. The fjither could not get [obtain from*] his son to listen to 
[that he should hear] reason — 80, 70. 

* The words in italics are not to be translated, those between brackets [ ] 
having to be substituted instead, because required by the French construc- 
tion. 



38 THIRD LESSON. 

5. By what [that wliicli] we give, you know how much he 
will give— 67, 28, 74. 

6. By 'what [that which] he had done, one saw what [that 
which] he could do — 67. 

7. What example will he give to his son? — 71, 74, 40. 

8. What affair agitates you?— 7l, 15, 22, 43. 

9. You do not know what men the joiner saw — 71, 29. 

10. You know where he is, or you do not [know it] — 38, 43. 

11. What could he say to a man whom he did not see — 72, 
11, 38. 

12. What do you think of this [cet] obstacle?— 72, 40. 

13. The lesson which you know is difficult enough — 72, 36. 

14. Do you know [to] what this journal is good /or ? — 73. 

15. The father will never give a good example to his son — 76. 

16. He will never tuck up his sleeves to. the elbow — 76. 

17. The son will never surpass his father — 76. 

18. The reason that he gives is not the true one — 79. 

19. The joiner had but one saw, which he could not give [to] 
his son — 38, 72, 11, 80. 

20. He was at his bench, and could not hear what [that which] 
his son said to his daughter — 80. 

21. What an example he gives to his son ! — 84. 

22. Do you know what [that which] the joiner is doing? — 85. 

23. He is making a table — 85. 

24. He is going tp read -a lesson — 85. 

25. The professor is ginng a lesson to those young boys — 85. 

26. We do think that the example which we give is good — 85. 

27. He did say that his son was an idiot — 85. 

28. Is that man active? — 86 or 87. 

29. Did his father give him a good example? — 86 or 87. 

30. Could the father correct his son? — 86 or 87. 

31. Will that man pass alone? — 86 or 87. 

32. What are we to think of this vice? — 72, 88. 

33. How is this interview to be obtained ? — 88. 

34. He could not make him see his fault — 89. 

35. He is going to make him follow his own profession — 89. 

36. How shall we make him pass ? — 89. 



FOXJETH LESSON. 



FOURTH LESSON.* 

FIEST DIVISION. PEACTICAL PAKT. 

TEXT.** 

L I TER AL TEA XSZ ATIO JV. 

Quatri^me le^on. 

Foui'th 

liC brave homiiic, g'liide par de faiisses 

worthy guided by some false 

idees de grandeur, arait eu le tort, par- 
ideas grandeur had wrong par- 

doiinable sans doute, de Touloir que son 

donable without doubt to will 

enfant Ait plus que lui, et qu'il eiit une 

child were more than he had an 

should have 

Education siiperieure a celle qu'il avait 

education superior • that 

re^ue lui-menie de son p^re et de sa 

received himself his 

m^re. 

mother. 



THE SAME IN GOOD EXGLISH. 

The honest man, guided by false notions of grandeur, had 
committed the fault, a pardonable one undoubtedly, to deter- 
mine that his child .«;hould be greater than he, and that he should 
liave an education superior to that which he himself had received 
of his father and mother. 

* See notes on page 15. ** See first note on page 1. 



40 



FOURTH LESSON. 



QUESTIONS AND ANSWERS FOR CONVERSATION.* 



T\^hat lesson is this ? 
Qui avait eu un tort-? 
Quel brave homme ? 

Par quoi etait-il guide ? 
Quel tort avait-il eu ? 

Ce tort est-il pardonnable ? 

Qui etait son enfont ? 

De qui le brave homme avait-il 

regu son education? 
Qu'avait-il regu de son pere et de 

sa m^re ? 
Quelle education voulait-il don- 

ner a son enfant? 
How came he to commit this 

fault? 



O'est la quatri^me. 

Le brave homme. 

Le p6re d' Alexis — or, Le menui- 

sier. 
Par de fausses idees de grandeur, 
II avait eu le tort de vouloir que 

son enfant fufplus que lui. 
Sans doute. 

Alexis — oi\ Le jeune Alexis. 
De son p^re et de sa m^re. 

Son education. 

Une education superieure a celle 
qu'il avait regue lui-m6me. 

Parce qu'il etait guide par de 
fausses idees de grandeur. 



SENTENCES FOR ORAL TRANSLATION.** 



TO BE TUKXED INTO ENGLISH. 

La mere avait raison. 

Le p^re avait tort. 

Le brave homme est guide par 

son enfant. 
Alexis est guide par son p6re. 
Son pere lui donne une education 

superieure a celle qu'il a req.ue. 

II a tort, mais il est pardonnable. 
Que pensez-vous de cet homme ? 
Nous pensons qu'il n'a pas re^u 

une education superieure. 
Par quoi est-il guide ? 
II est guide par de fausses idees. 
II est jeune ; il se corrigera. 



TO BE TUKNED INTO FRENCH. 

The mother was right. 

The father was wrong. 

The worthy man is guided by his 
child. 

Alexis is guided by his father. 

His father gives him an education 
superior to that which he re- 
ceived. 

He is wrong, but he is pardonable. 

What do you think of this man? 

"We think that he has not received 
a superior education. 

By what is he guided ? 

He is guided by false notions. 

He is young; he will mend. 



* See notes on page 2. 



Sec note on page 3. 



rOUETH LESSON. 



41 



n ne se corrigera jamais. 
Son pere est un brave homme. 
Sa mdre est infelligente. 
Qu'est-ce que son pere pense de 

lui? 
II pense que o'est un faineant. 
A-t-il raison ? • 
Xous pensons qu'il n'a pas tort. 



He -will never mend. 

His father is a worthy man. 

His mother is intelhgent. 

What does his father think of 

him? 
He thinks that he is a drone. 
Is he right ? 
We think that he is not wrong. 



SECOND DIVISION. THEOEETICAL FAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIARITIES IX THE TEXT. 

What is the feminine of hrave ?'^ — G. 
What is the infinitive oi guide ? — 52. 
Of what gender is idee ? — 15. 
Of what gender is tort ? — 14. 
What is the feminine di pardonnable ? — 6. 
Why do we say quit, instead oi qiie il? — 11. 
What is the masculine of sitperieure ? — 2. 
Of what gender is mere ? — 8. 



QuATRifeME comes from quatre, four (44), from the Latin 
quatuor. 

90. When a termination beginning with a vowel, as ieme^ is 
added to a word ending in e mute, as quatre, the e mute is sup- 
pressed. 

Brave, in this lesson, signifies worthy, good, or honest ; but 
when this adjective follows the substantive, it has the same mean- 
ing as in English, that is, valiant or courageous. 



;ee notes on page 17. 



42 



FOURTH LESSON. 



91. Some French adjectives vary in their meaning, according 
as they are placed before or after the substantive. The following 
are those which most frequently occur : 

Un don homme^ a simple man. Un homme hon^ a kind man. 

U71 hrave Jiomme^ an honest man. Un homme hrave^ a brave man. 

Une chose certaine^ a certain 

(undoubted) thing. 
Un homme galant^ a man polite 

to the ladies. 
Un homme grand^ a tall man. 
Une femme grosse^ a pregnant 

woman. 
Un homme honnete^ a civil man. 

Un homme plaisant^ a humorous 

man. 
Un homme peti% a mean fellow. 

Des termes propres^ proper terms, 
or proper language. 

Une femme sage^ a virtuous 
woman. 



Une certaine chose^ a certain (par- 
ticular) thing.* 
Un galant homme^ a gentleman. 

Un grand homme^ a great man. 
Une grossefemme^ a stout woman, 

Un honnete homme^ an honest 
man. 

Un plaisant homme^ a ridicu- 
lous man. 

Un petit homme^ a small man, a 
short man. 

Les propres termes^ the very 
words. 

Une sage-femme^ a midwife (a sa- 
pient woman). 

Guide is the past participle of the verb guider, to guide (52), 
which is derived from the substantive guide, guide. 

92. Par, from the Greek crapa, or the Latin per, is one of 
the most important French prepositions. It generally corresponds 
to 6y; but sometimes to through, from, out of, with. It denotes 
the means, the agent, the cause or the way through. 

93. 3De, already seen as a preposition (16), is also used as a 
determinative, either alone or combined with the article le, la, les, 
and is then called a partitive article, corresponding to the English 
words some and an]/. The two words de le are contracted into 
one word, du ; de les are contracted into des ; but the words de 
la remain separate. See 113, 143. 

Fausse is the irregular feminine (2) of the adjective /a wa?. It 
comes from the Latin falsus, false, as can be seen from the de- 
rivatives /aZi'^/ier -di^Afausser, to falsify, to warp. 

Id6e comes from the Greek I6ia, image. Its principal deriv- 
atives are : ideal, ideal ; idealiser, to idealize, etc. 



FOUETH LESSON. 43 

Grandeur comes from the adjective grand, grand, great, large, 
or tall. 

94. The termination eur, in abstract substantives, denotes a 
state or a quality. Most of such substantives are derived fi-om 
adjectives, as grandeur from grand ; laideur, ugliness, from laid, 
ugly ; profondeur, depth, from profond, deep ; longueur, length, 
from long, long; hauteur, height, from haut, high. 

95. Abstract substantives, ending in eur, are feminine. 

The exceptions are : honheur, happiness ; malheur, misfor- 
tune ; labeur, labor. 

The principal derivatives of grand are, agrandir, to aggrandize ; 
grandiose, grand ; agrandissement, aggrandizement ; grandir, to 
grow great or large. 

Eu is the past participle of the auxiliary verb avoir, which is 
irregular. 

96. Avait ' eu — The compound tenses in French are 
formed in the same manner as in English, by means of the aux- 
iliary verb avoir, to have. 

Tort comes from the adjective tors, twisted, crooked, wry, 
from the Latin iorsus, twisted. 

The principal derivatives of tors are : contorsion, contortion ; 
distorsion, distortion ; extorsion, extortion ; tordre, to twist ; tort, 
wrong ; tortu, crooked, etc. 

Pardonnable has been seen among the derivatives of donner. 

97. The termination able denotes aptness, fitness. It is 
joined to verbs of which it makes adjectives. It signifies the 
liability to undergo the action expressed by the verb, as in par- 
donnable, that is, liable, apt, or fit to be pardoned. About 200 
adjectives in able are the same in both languages, as : admirable, 
bldmable, comparable, desirable, passable, payable, variable. 
From these adjectives, the corresponding verbs may generally be , 
obtained by changing the termination able into that of the infin- 
itive, which, in the great majority of French verbs, is er, thus : 
a^mir ABLE, ad?ni rER, to admire; bldmABLE, bldmER, to blame; 
compar ABLE, comparER, to compare. 

98. Sans, from the Latin sine, is a preposition corresponding 
to without. It is sometimes rendered in English by but for, or 
by the termination less • as. sans doute^ doubtless. 



44 FOURTH LESSON. 

DouTE comes from the Latin dubium, doubt, or duhitare^ to 
doubt. It is masculine, notwithstanding its feminine termination. 
Its principal derivatives are : douteux, doubtful ; douter^ to doubt ; 
indubitable, indubitable. 

T'ouLoiR, from the Latin velle, to will, is an irregular verb 
(see 11 7) signifying to will, and often corresponding to the Eng- 
lish verbs to wish, to want, to mean, to intend. 

Enfant, from the Latin infans, signifies not only in/ant, but 
also child. It is of both genders. We say, un enfant, a male 
child ; UNE enfant, a female child (8). 

FuT is the third jDerson singular of the past tense of the sub- 
junctive mood of ^tre, to be, which is irregular. 

Plus, from the Latin plus, signifies more and most. Its prin- 
cipal derivatives are : plusieurs, several ; plutdt, rather ; pluriel, 
plural ; surplus, surplus, etc. 

EuT is the third person singular of the past tense of the sub- 
junctive mood oi avoir, whi«h is irregular. 

Une is the feminine of un (2, 7). The nasal sound heard 
in the masculine un, does not prevail in the feminine une, in 
which each of the letters u, n, resumes its usual sound. 

Education is feminine. 

99. Substantives ending in tion are feminine. Bastion is 
the only exception {60). 

SuPERiEURE is the feminine of the adjective superieur (2). 
It comes from the Latin superior, as can be seen from the deriv- 
ative superiorite, superiority. 

Celle is the feminine of celui. 

100. Celui, formed of ce and lui, is a demonstrative pronoun, 
corresponding, as vi^ell as its feminine, celle, to this and that. 
The plural is ceux for the masculine, and celles for the femi- 
nine, both corresponding to these and those. 

Reque is the feminine of re(^u, the past participle of the irreg- 
ular verb recevoir, to receive. 

101. jyieine is an adjective corresponding to same, self, very, 
or self-same, very same. Combined with the personal pronouns, 
as a sign of identity, it corresponds to self, as in lui-meme, him- 
self; notis-memes, ourselves; vous-7nemes, yourselves; but it 
does not follow the possessive adjectives as self does in English. 



FOCRTH LESSOX. 45 

This will be more amply explained hereafter. IVEeme is also 
an adverb, meaning even. In this sense it is indeclinable. 

Sa is the feminine of son (51), and, hke son, corresponds to his, 
her, its, and one's. In this lesson it agrees with 7nere. 

Mere comes from the Latin mater, as can be seen from the 
derivatives maternel, maternal ; maternite, maternity. 



SYNTAX. 

Why is '''false notions " rendered by " fausses idees,''^ and not 
by " FAUX idees ? "*— 33, 15. 

Why is the subjunctive employed in the phrase, "c?e vouloir 
que son enfant fut plus que lui, et qu'il eut ? " — 81. 

Why should we not say " un education supI;rieure ? " — 
33, 99. 



I>e fausses idees. 

It has been seen (93) that the words so7ne and any are often 
rendered in French by de, with the article. For instance, we 
should translate Some reason, by De la raison ; Some lessons, 
by Des lef:ons ; Any vices, by Des vices. 

102. The use of this partitive article is much more frequent in 
French than is the use of some and any in English, and occurs 
when these words are understood or altogether suppressed, as : 
Donner des legons, to give lessons ; Donner de V importance^ to 
give importance ; Avoir des idees, to have ideas. 

103. Tlie article is suppressed, and de alone is employed, when 
the substantive is preceded by an adjective, as in the above ex- 
ample, "De fausses ideesP In transposing the adjective, wo 
should say, "Des idees fausses^ 

* Sec notes on pago 17. 



46 FOURTH LESSON. 

.... Que son enfant fut plus que lui et qu'H eiit. . . , 

In this phrase, lui and il should both be rendered in English 
by the same word, he. 

104. II, which is always a subject, cannot be separated from 
the verb ; whereas lui, when a subject, is employed when the 
verb is understood. 

^education quHl avail recue. 

The participle re^ue, having the feminine termination, agrees 
with education^ which is feminine, or rather with the relative 
pronoun que^ which is its representative, and is the direct regi- 
men of the verb recevoir. 

105. The past participle, when accompanied with the verb 
avoir, agrees in gender and number with its direct regimen, if 
that regimen precedes it. 



II avail recu Veducalion. 

106. But the past participle remains invariable, when its 
regimen follows it. 

Son pere el sa mere. 

The words son and sa here correspond to his. Pere, being 
masculine, must be preceded by the masculine adjective son. 
Mere, being feminine, requires the feminine adjective sa. 

107. The possessive adjective agrees in gender and number 
with the substantive that follows it. 

It might be supposed that pere and mere, being joined, form a 
plural, and that therefore ses pere et mere would be correct and 
more concise than son pere et sa mere ; but though indeed the 
expression is sometimes heard, yet it is universally blamed. 

108. The possessive adjective must be repeated before each 
substantive. 

De son pere el de sa mere. 
Here the repetition of de is necessary. 

109. The prepositions a, de, and en must be repeated before 
each substantive, adjective, pronoun, or verb which they govern. 



FOURTH LESSON. 



47 



LEXICOLOGY. 

About 200 adjectives ending with able are the same in both 
languages ; and from these nearly as many verbs may be readily 
formed. Ex. Admirable^ admirer^ to admire. See Obs. 97. 



ADDITIONAL WORDS.* 



Accepter^ 


To accept. 


Precept e, 


Precept. 


Anticiper^ 


To anticipate. 


Precepteur, 


Preceptor. 


Apercei'oir, 


To perceive. 


Producteur, 


Producer. 


Jqueduc, 


Aqueduct. 


Produire, 


To produce. 


Braver, 


To brave. 


Produit, 


Produce. 


Bravoure, 


Bravery, 


Quadrille, 


Quadrille. 


Captiver, 


To captivate. 


Quadrupede, 


Quadruped. 


Conducteur, 


Conductor. 


Quart, 


Fourth part. 


Conduire, 


To conduct. 


Quartier, 


Quarter. 


Conduite, 


Conduct. 


Eeduire, 


To reduce. 


Deduire, 


To deduct. 


Seduire, 


To seduce. 


Luc, 


Duke. 


Seduisant, 


Seducing. 


JJuche, 


Duchy. 


Susceptible, 


Susceptible. 


Duchesse, 


Duchess. 


Torture, 


Torture. 


Enfnnce, 


Childhood. 


Torturer, 


To torture. 


Enfant in, 


Childish. 


Tourment, 


Torment. 


Except e, 


Except. 


Tourmenter, 


To torment. 


Exceptcr, 


To except. 


Traducteur, 


Translator. 


Introduire, 


To introduce. 


Traduction, 


Translation. 


Occuper, 


To occupy. 


Traduire, 


To translate. 


Participe, 


Participle. 


Volonte, 


WiU. 


Farticiper, 


To participate. 


Volontiers, 


Willingly. 




EXEECISES 





UrON THE GEAMMATICAL OBSERVATIONS AND UPON THE RULES OF 
SYNTAX.** 

1. "Model : I>€ fausses idees. See Obs. 93. — Some children — 
Any exceptions — Any grandeur — Some men — Any profit. 

2. Model : Avail eu. See Obs. 96. — He has had — He has 
accepted-»He had accepted — He has corrected — He had cor- 
rected — He has captivated — He had captivated — He has given — 
He had given — He has doubted — He had doubted. 



* See note on page 11, 



** See note on page 12. 



48 FOURTH LKSSON. 

3. Model: PardonnABi.^, FardoiinER. See Obs. 97. — [Form 
verbs from the following adjectives] — Alterable^ — Acceptable — 
Profitable — Passable — Visitable. 

4. Model : Une education. See Obs. 99. — A conversation — 
The circulation — A collection — The composition — A condition — 
A description — The fabrication. 

5. Model.: De fausses idees. Syntax 102, 103. — [Place the 
adjective before the substantive.] — Other men— Good boys — Some 
brave children — Any simple interpretations — Great men — Some 
young officers — Some good lessons. 

6. [Place the adjective after the substantive.] — Some active 
men — Any brave men — Incorrigible children — Any evident ex- 
amples — Simple lessons — Some intelligent boys. 

'7. Model: Plus que lui et qu'ih eiit. Syntax 104. — He and 
we — He and you — He guides — He saw — You know more than 
he — We profit less than he — He is — It is he — He was — It 
was he. 

8. Model : ^education quHl avait re^ue. Syntax 105. — 
The animal which he has tormented — The profession which he 
has exercised — The children that he has corrected — The lessons 
that he has given — The plane which he had received — His 
sleeve which he had tucked up — The days which he had passed. 

9. Model : II avait REgu Veducation, Syntax 106. — He has 
tormented the animal — He has exercised the profession — He has 
corrected the children — He has given the lessons — He had re- 
ceived the plane — He had tucked up his sleeve — He had passed 
some days. 

10. Model: SoN^ere et sa mere. Syntax 10*7, 108. — His son 
and daughter — His saw and plane. 



PHRASES FOR COMPOSITION* 

TO BE TRANSLATED INTO FRENCH. 

1. His father was a brave man — 91. 

2. That joiner is a worthy man — 91. 

3. That general was a great man — 91. 

* See notes on page 13. 



FOUETH LESSOX. 49 

4. His son is a tall man — 91. 

5. The proverb is false. 

6. True grandeur is always indulo'ent — 95. 
1. He has tucked up his sleeves — 96, 106. 

8. His boy has received a superior education — 96, 106. 

9. The professor had given you four lessons — 96, 106, 

10. His laziness had given birth to all his other vices — 96, 106. 

11. That man is implacable — 97. 

12. His mother is inconsolable — 97. 

13. This fault (defect)* is intolerable— 97. ^ 

14. He had a doubt. 

15. He will pass from the first section to the second — 74, 99. 

16. The satisfaction of his mother is more sincere [true]* than 
that of his father — 99. 

17. The prediction is false — 99. 

18. He has some grandeur — 102. 

19. He had received some lessons — 102. 

20. You know some proverbs — 102. 

21. Do you know any proverbs? — 102. 

22. He has corrected some children — 102. 

23. We give examples — 102. 

24. He had good children— 103. 

25. He gives other examples — 103. 

26. He gives less than we — 104. 

27. We give more than he — 104. 

28. Who will correct that drone ?— He— 104. 

29. It is not you, but it is he — 104. 

30. You know the lesson that he has given you — 105. 

31. What examples we have had ! — 105. 

32. He has corrected the faults of his children — 106. 

33. The father corrects his son — 22, 107. 

34. The mother corrects her son — 107. 

35. How many drones and idiots ! — 109. 

* See note on page 37. 



60 FIFTH LESSON. 



FIFTH LESSOKT.* 

FIEST DIVISION. -PRACTICAL PART. 

TEXT.** 
LITERAL TRANSLATION. 

Fifth 

€'est po^ar^iioi il I'avait iiais cPal>oi'd 

It is why (therefore) him put at first 

dau§ line des mellleiircf^ mslitMlsosis de 

iu of the best institutions 

Paris, d^siraait qu'il I'eaaiiit totttes sorter 

desiring slioukl collect all sorts 

de coiinai§saMces. 11 Toiaaait ssirtoBst qsi^bI 

knowledge Avilled above all 

sut le ^rec et le latfgi, sans exa- 

should know Greek Latin to exa- 

miner s'il 5ie serait pa§ pItts utile ^ti'il 

mine if it would not be useful 

possedat Men la langue rraii^aise, cefte 

should possess well tongue French that 

laMgiie etant la siesisfie. 

being his. 



* Every new lesson should still be preceded as indicated in note *, on page 
15, by a full rehearsal of the text and translation of all previous ones. In 
consequence of the accumulation of matter, however, and to prevent this 
exercise from engrossing too much time, the following modification in the 
mode of reviewing would be here suggested : Translate the first only from 
the French into English ; the second, only from the English into French, 
and so on. 

** See note * on page 1. - , 



FIFTH LESSON. 



51 



TEE SAME ly GOOD EXGLISE. 

He had therefore placed him at first in one of the best acade- 
mies in Paris, wishing him to be versed in every branch of 
knowledge. He desired above all that he should know Greek 
and Latin, without considering whether it would not be more 
useful for him to be master of the Fi-ench lano-uacce, which was 
his own. 



QUESTIONS AND ANSWERS FOR CONVERSATION.* 



Quelle est cette le(;on ? 
Pourquoi avait-il mis son fils dans 

une des meilleures institutions 

de Paris ? 
THien had he placed his son in an 

institution ? 
Ou avait-il mis son fils d'abord ? 

Que desirait-il qu'il reunit? 

Que voulait-il surtout qu'il silt? 

Qu'est-ce que le pere voulait sur- 
tout? 

Qu'est-ce que le grec ? 

Qu'est-ce que le latin ? 

Quelle etait la langue d' Alexis ? 

Quelle langue etait-il utile qu'il 
possed5.t ? 

Qu'est-ce que le p^re n'examinait 
pas ? 

Pourquoi etait-il utile qu'il posse- 
da.t bien la langue franc^aise ? 

Comment etait Tinstitution ou 
Delatour avait mis son fils ? 

Ou etait I'institution ou il avait 
mis son fils ? 



C'est la cinqui^me. 

Parce qu'il voulait qu'il eut une 

education superieure a celle 

qu'il avait rcQue. 
D'abord. 

Dans une des meilleures institu- 
tions de Paris. 
Pontes sortes de connaissances. 
Le grec et le latin. 
Que son fils stt le grec et le latin. 

C'est une langue. 

C'est une autre langue. 

La langue frauQalse. 

La langue fran(;'.aise — or, La 

sienne. 
S'il ne serait pas plus utile que 

son fils possedat bien la langue 

frangaise. 
Parce que cette langue etait la 

sienne. 
C'etait une des meilleures de 

Paris. 
Dans Paris — or^ A Paris. 



* See notes on page 2. 



52 



FIFTH LESSON. 



SENTENCES FOR ORAL TRANSLATION.* 



TO BE TUENED INTO ENGLISH. 

Savez-vous le grec ? 
Savez-vous le latin ? 
Nous ne savons pas le grec. 

Nous ne savons pas le latin. 

Que savez-vous ? 

Nous savons le fran^ais. 

O'est plus utile. 

Le savez-vous bien ? 

Nous ne le savons pas bien. 

Mais nous desirous posseder cette 

langue. 
Cette langue nous serait utile. 

Nous desirous nous exercer dans 

cette langue. 
Youlez-vous nous donnei' des 

IcQons ? 
Nous ne le pouvons pas. 
Mais cet homme vous donnera 

des leQons. 
IL a toutes sortes de connais- 

sances. 
II a regu la meilleure education. 

Est-il rran9ais? 

II est Francais. 

Ou est-il ? 

H est a Paris. 

II est dans une institution. 

Quefait-il? 

H donne des legons. 



TO BE TUENED INTO FEENCH. 

Do you know Greek ? 

Do you know the Latin language ? 

We do not know the Greek lan- 
guage. 

We do not know the Latin lan- 
guage. 

What do you know ? 

We know the French language. 

It is more useful. 

Do you know it well ? 

We do not know it well. 

But we wish to be versed in that 
language. 

That language would be useful 
to us. 

We wish to exercise ourselves in 
that language. 

Will you give us some lessons ? 

AVe cannot. 

But that man wiU give you some 
lessons. 

He is versed in every branch of 
knowledge. 

He has received the best educa- 
tion. 

Is he a Frenchman ? 

He is a Frenchman. 

Where is he ? 

He is in Paris. 

He is in an institution. 

What does he do ? 

He gives lessons. 



See note on page 



FIFTH lesso:n". 53 



SECOND DIVISIOX. THEOEETICAL PART. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIARITIES IN THE TEXT. 

"Why do we say " c'est, L'avait, quHl,^^ and not " ce est, le 
avait, QUE il r'— 11 * 

Of what gender is institution ? — 99. 

What does the termination it, in reunit, denote? — 70. 

Of what gender are sorte, connaissance, and langue? — 15. 

AYhat does the final 5 denote in meilleures, institutions, toutes, 
series, and connaissances ? — 25, 29. 

Of what gender is the adjective utile ? — 6. 

What is the masculine of frangaise ? — 2. 



CiNQUifeME comes from cinq, five (44). 

In cinquienie, the vowel u is interposed between the radical 
cinq, and the termination ieme, 

110. The letter q, when it is not final, is always followed 
by u. 

C'est pourquoi is an adverb composed of four words : ce, it ; 
est, is ; pour, for ; quoi, what. The first, second, and fourth have 
been seen already. 

111. Pour is a preposition corresponding to for, to, in 
order to. 

Mis is the past participle of the irregular verb mettre, coming 
from the Latin mittere, to send, and to put. The principal de- 
rivatives of mettre are : Admettre, to admit ; commettre, to com- 
mit; compromettre, to compromise; demettre, to remove, to dis- 
miss; emettre, to emit; onettre, to omit; pej'mettre, to permit; 

* Itee notes on page 17. 



54 FIFTH lesso:n-. 

promettre, to promise ; vemettTe, to remit, to deliver ; s'entre- 
mettre, to intervene, to interfere ; soumettre, to submit ; trans- 
mettre, to transmit ; and a number of substantives and adjectives 
formed from the above verbs, as mission, admission, admissible, 
permission, etc., which will be found explained among the words 
alike, or nearly, so, in both languages. 

D'abord is an adverb formed of the preposition de, and the 
substantive ahord, approach or access. It signifies at first. The 
radical word is lord, border, verge, edge, or bank, from the Celtic 
lord, bank or shore. The principal derivatives of bord are : 
border, to border ; aborder, to board, to accost ; deborder, to run 
over, to take off the border from, etc. 

112. Dans is a preposition corresponding to in, into, and 
withi?!. 

113. Des is the contraction of de les, and like au (55) is 
called a compound article. 

Meilleures is the feminine plural of meilleur (2, 25). It 
comes from the Latin melior, better, as can be seen from the de- 
rivatives amelioration, and ameliorer, to ameliorate. Meilleur 
is the comparative and superlative of bon, already seen. Plus 
bon, more good, would not be correct. 

114. The degrees of comparison are not usually formed in 
French by means of a termination ; but by placing before the 
adjective one of the following adverbs : aussi, as ; plus, more, 
most ; moins, less, least ; tres, fort, bien, very. For instance : 
aussi jeune, as young ; plus jeune, younger ; le plus jeune, the 
youngest ; moins jeune, less young ; tres jeune, fort jeune, bien 
jeune, very young. 

Meilleur is therefore an exception. 
Institution is the same in both languages (49). 
Desirant is the present participle of the verb desirer, which 
comes from desir, from the Latin desiderium, desire, wish. 

115. The present participle of verbs ending in er in the 
infinitive mood, is formed by changing this termination into 
ant. 

RfeuNiT is the third person singular of the past tense of the 
subjunctive mood of the verb reunir, to reunite, to collect, to get 
too-ether. 



FIFTH LESSOR. 55 

116. The third person singular of the past tense of the sub- 
junctive mood of verbs ending in ir in the infinitive, is formed 
by changing this termination into it ('J'O). 

SoRTE comes from sort, from the Latin sors, fate, lot, condi- 
tion, rank, or class. The principal derivatives of sort are, assortir^ 
to suit, to match ; and assortiment, assortment. 

CoxxAissAXCE comes from the verb connaitre, to know (23), 
from the Latin cognoscere. The principal derivatives of con- 
naitre are : connaisseur, a word often used in English to express 
a person well versed in any subject; meconnaitre, not to recog- 
nize, to disregard ; reconnaitre, to recognize, etc. 

VouLAiT is the third person singular of the imperfect tense of 
the indicative mood of the irregular verb vouloir, seen in the 
fourth lesson. 

117. The verbs in oir are irregular in most of their tenses; 
but in the imperfect tense they take the same terminations as the 
verbs in er, and the whole termination oir is suppressed. 
VoT/ait, seen in the second lesson, is an exception. 

SuRTOUT is formed of sur, above, and tout all. Tout has al- 
ready been explained in the 1st lesson. 

118. Sur, from the Latin super, is a preposition correspond- 
ing to 071, upon, over, and above. 

119. Sur is also used as an inseparable particle, and denotes 
situation upon or over, pre-eminence, or excess. Some of the 
derivatives formed by means of this particle are the same, or 
nearly the same in both languages, as: Surcharger, to sur- 
charge ; surface, surface ; surmonter, to surmount ; surpasser, to 
surpass. 

SutIs the third person singular of the past tense of the sub- 
junctive mood of the irregular verb savoir, mentioned in the first 
lesson. 

Grec comes from the Latin word grcBcus. It is an adjective 
used as a substantive. Its feminine is irregular; it is grecque. 

Latin, from latinus, is also an adjective used substantively. 

Greg and Latin are both masculine. 

120. The names of languages are masculine, unless they are 
employed as adjectives with the word langue, as : La langue 
fran^aise ; la langue grecque. 



66 FIFTH LESSON. 

Examiner comes from tlie Latin examinare, to weigh, to pon- 
der, to examine. It is in the infinitive mood, which is denoted 
by the termination er. 

121. The infinitive mood of all the French verbs ends in 
er, ir, or re. The verbs in er are by far the most numerous. 
The verbs in ir difi:er from those in er in their forms of conjuga- 
tion. Those in re have some of their tenses formed in con- 
formity with the first, and some with the second class ; so that 
there are indeed but two forms of conjugation. We must state, 
however, that the past participle of verbs in re has a peculiar ter- 
mination, which will be explained later. 

We have now seen the three forms of the infinitive mood, in 
examiner, obtenir, and entendre. 
S'lL stands for si il. 

122. Si, coming from the Latin, is a conjunction correspond- 
ing to if and ivhether. The elision of the vowel i in this word 
takes place only before il and its plural ils. — Si is also used as 
an adverb, signifying so, so very, so much, and sometimes yes. 

Serait is the third person singular of the conditional mood of 
the irregular verb etre, to be. See etant, page 57. 

Utile comes from the verb user, from the Latin uti, to use. 
The principal derivatives of user are : ahus, abuse ; abuser, to 
abuse ; usage, usage ; usuel, usual ; usure, usury ; utilite, utility ; 
utiliser, to make use of; inutile, useless ; and a number of others 
already introduced or about to be explained among the words 
alike, or nearly so, in both languages, as : utilement, usefully (see 
Obs. 31 and 32); abusif, abusive (46), etc. 

123. The terminations il and ile, in adjectives, denote what 
is endowed with the quality, the property, or the faculty ejJpressed 
by the radical. Some of these adjectives are the same in both 
languages, as: civil, docile, fertile, etc. 

Poss6dat is the third person singular of the past tense of the 
subjunctive mood of the \Qvh posseder, from the Latin possidere, 
to possess. 

124. The third person singular of the past tense of the sub- 
junctive mood of verbs ending in er in the infinitive, is formed 
by changing this termination into at. 

Examples have now been seen of the tliird person singular of 



FIFTH LESSON. 57 

the past tense of the subjunctive mood, in the three regular forms 
of conjugation, and the two auxiUary verbs in the following 
phrases : 

" S'il ne serait pas plus utile quHl possedsit hien la langue 
frangaisej' — 5th lesson. 

" Desirant quHl reuniX toutes sortes de connaissances^ — 5th 
lesson. 

"/Z ne pouvait ohtenir qu'il suivit son exemple^ — 3d lesson. 

" Vouloir que son enfant fut p)^'^^ 9'^^ ^^^'•" — 4th lesson. 

" Vouloir qu'il eiit une education superieure." — 4th lesson. 

BiEN comes from the Latin bene, well, and means also very, 
as : Bien jeune, very young. 

Laxgue comes from the Latin lingua, tongue. Its principal 
derivatives are : Langage, language ; linguiste, linguist ; and 
Unguistique, linguistic. 

FRAN9AISE is the feminine oi frangais, coming from /mnc, a 
word of Celtic origin, signifying free, and now used in the sense 
of frank or sincere. The principal derivatives of franc are : 
Franc, franc (a coin) ; Francais, French, a Frenchman : franche- 
mtnt, frankly ; franchise, frankness, freedom, exemption ; affran- 
chir, to free, to pay the postage. 

Cette is the feminine of ce and cet (19). 

Etant is the present participle of etre. 

125. Etre, formerly ester, comes from two Latin verbs : esse, 
to be, and stare, to stand, probably through the medium of the 
Spanish ser and estar, both used for to he. This accounts for the 
diflference between some forms of this verb, such as serait and 
etant, etait. Etre is one of the two auxiliaries. It serves to 
form the passive voice, as : II est corrige, he is corrected. It is 
also used in the compound tenses of certain verbs, particularly 
the pronominal ones, as : II s'est exerce, he has exercised him- 
self 

126. Sienne is the feminine of sien, and like son, sa, ses, 
is derived from se (51, 65). The masculine plural is siens, and 
the feminine plural siennes. Each of these forms corresponds 
to the English words his, hers, its, and one's and is always pre- 
ceded by le, la, or les, thus : Le sien, la sienne, les siens, 
les siennes. This pronoun must not be confounded with son. 



58 FIFTH LESSON. 

whicli is an adjective always followed by a substantive. The 
same ■ distinction exists between the other possessive adjectives 
and pronouns of the first and second persons singular and plural. 



SYNTAX. 

Why do we say, "/-? i'avait mis,^^ and not, "// avait mis 
LE?"— 43.^ 

Why should we not say, " meilleur institutions P^ — 33. 

In the phrases, " Desirant quHl reunite and II voulait quHl 
siit,''^ why are the verbs 7'eunit and sut in the subjunctive 
mood?— 81. 

Why should we not say, " lui reunit, lui voulait, lui siit,''^ 
instead of " II reunit, il voulait, il siXtP'' — 104. 

AVhy is the article le placed before grec and latin ? — 35. 



Cest loourquoi il Vavait mis. 

This can be rendered into English by " Therefore he had put 
him," or, ^^ He had there/ore put him," indiiferently. 

127. In French, the adverbial form C'est pourquoi must 
be placed at the beginning of a sentence or of a clause of a sen- 
tence. 

Une des meilleures institutions de Paris. 
One of the best institutions in Paris. 

128. The preposition in, required in English after a superla- 
tive, and before the name of a place, is rendered by de, and not 
by dans. 

Sans examiner. 
Without examining. 

129. The French prepositions govern the infinitive mood. 
En, in, is the only one that governs the present participle. 

* See notes on page 17. 



FIFTH LESSOX. 



59 



II serait utile qu'il possedat. 

130. The subjunctive mood is required after a verb used im- 
personally, in such phrases as the following : "/^ is Jit, It is pro^oer, 
It is necessary^ It is time, It is convenient,^'' etc. 

131. The past tense of the subjunctive mood is required after 
the conditional. 

Cette langue etant la siezine. 

132. The possessive pronoun agrees in gender and number 
with the object possessed, and not with the possessor, as the 
EngHsh pronoun does. 



LEXICOLOGY. 

A number of derivatives formed by means of the particle sur, 
are the same, or nearly the same, in both languages. Ex. Sur- 
face ; surpasser, to surpass. See Obs. 119. 

Some -words ending with il and ile are alike in French and 
English. Ex. Civil, docile, fertile. See Obs. 123. 



ADUITIONAL WORDS.* 



Bientot, 


Soon. 


Inconnu, 


Bienveillance, 


Benevolence. 


Installer, 


Bienxeillant, 


Benevolent. 


Instant, 


Bienvenu^ 


Welcome. 


Institner, 


Cinquante, 


Fifty. 


Institut, 


Circonstance, 


Circumstance. 


Mieux, 


Commis, 


Clerk. 


Ohstacle, 


Constance, 


Constancy. 


Outil, 


C&nstituer, 


To constitute. 


Peut-etre, 


Constitutionnel 


, Constitutional. 


Bourquoi, 


Contraste, 


Contrast. 


Pourtant, 


Contraster, 


To contrast. 


Promesse, 


Be sorte que, 


So that- 


Eestituer, 


Bessus, 


On, upon. 


Statue, 


Exister, 


To exist. 


Substituer, 


Ignorer, 


Not to know. 


Usite, 


Incognito, 


Incognito. 


listens He, 



Unknown. 

To instal. 

Instant. 

To institute. 

Institute. 

Better. 

Obstacle. 

Tool. 

Perhaps,may be. 

Why. 

However. 

Promise. 

To restitute. 

Statue. 

To substitute. 

In use. 

Utensil. 



* See note on page 11, 



60 FIFTH LESSON. 



EXERCISES 

UPON THE GEAMMATIOAL OBSEEVATIONS AND UPON THE PULES OF 
SYNTAX.* 

1. Model : Bes, for de les. See Obs. 113. — One of the amelio- 
rations — One of the faults (defects) — One of the desires — One of 
the examples — One of the children — One of the sons — One of 
the boys. 

2. Model: Plus jeune, younger or youngest. See Obs. 114. — 
More active — The most active — Braver — The bravest — Falser — 
The f^ilsest — Greater — The greatest — More intelligent — The most 
intelligent — Truer — The truest. 

3. Model: Desirant. See Obs. 115. — Animating — Giving — 
Desolating — Exercising — Examining — Existing — Excepting — 
Guiding — Thinking — Passing — Tucking up — Visiting. 

4. Model: Qu'il reiinit. See Obs. 116. — That he might 
establish — That he might unite. 

5. Model: II voulait. See Obs. 117. — He received — He 
knew. 

6. Model: Qu'il posseddt. See Obs. 124. — That he might 
animate — That he might give — That he mig;ht desolate — That 
he might exercise — That he might examine — That he might 
exist — That he might except — That he might guide — That he 
might think — That he might pass — That he might tuck up — 
That he might visit. 

7. Model : Cest 2)ourquoi il Vavait mis. Syntax, 127. — He will 
therefore correct him — This vice therefore gives birth to all [the] 
others — The father was therefore grieved — He therefore exam- 
ined — He was therefore guided — He could not therefore obtain — 
We therefore think — He therefore passes his time — His sleeves 
are therefore tucked up — You therefore know — It would there- 
fore be useful. 

8. Model : Une des 9neilleures institutions de Paris. Syntax, 
128. — The most generous boy in this institution — The most 

* See tvotc on page 12. 



FIFTH LESSON. 61 

learned in the university — The most ignorant in the university — 
The best in the universe. 

9. 'Slodel: Sans exa)?iiner. Svntax, 129. — Without havingf — 
Of correcting — Of giving — For wishing — Without hearing — Of 
exercising — Without doing — For guiding — Of obtaining — With- 
out thinkincr — Of receiving — Without knowino; — Without fol- 
lowing. 

10. Model: II serait utile qwil posseddt. Syntax, 130, 131. — 
It would be well for him to accept — It would be difficult for him 
to give — It would be natural for him to guide — It would be 
time for him to think — It would be possible for him to pass. 

11. Model: Cette langue etant la sienne. Syntax, 132, and 
Obs. 126. — That plane is his — That saw was his — Those chil- 
dren are his — Those ideas are his — That bench is hers — This 
hand is hers — These tools are hers — Those statues are hers. 



PHEASES FOR COMPOSITION* 

TO BE TRANSLATED INTO FRENCn. 

1. A\1iat do you think of the ideas of that fnan ? — 11(?. 

2. That man is the best of fathers — 113. 

3. His mother is the best of mothers — 113. 

4. Alexis was the youngest of his sons — 114. 

5. His mother is younger than his father — 114. 

6. French is more useful than Greek — 35, 114. 

7. He wished that his son should know the Latin language, 
thinking that this language was useful — 81, 115. 

8. The father, giving all his time to the education of his chil- 
dren, could not exercise his profession — 115, 80. 

9. How did he receive the exhortations of his father and 
mother ? — 117. 

10. He knew tlie Greek language — 117. 

11. Where is that drone ? — 19. 

12. That child is intelligent— 19. 

* Sco note * on pnfje 13. 



62 



FIFTH LESSON. 



13. This institution is better than the other — 19. 

14. He has therefore put his children into this institution — 127. 

15. His fault (defect) is not pardonable; he shall therefore he 
corrected [one will therefore correct him] — 127. 

16. That child is the most intelligent in the whole [all the] 
institution — 128. 

17. He [It] is the bravest man [the bravest] in France — 128. 

18. He has the satisfaction of being- useful — 129. 

19. How could he hear us without seeing us ? — 129. 

20. He passes without hearing you — 129. 

21. It would not be good for him to grieve — 130, 124. 

22. It would be good he should think o/ [to] us— 130, 124. 

23. It w^ould be well for him to go to Paris — 130, 124. 

24. It would be useful for him to hear his mother — 130, 70. 

25. One blames the faults (defects) of others, without thinking 
o/[to] one's own — 129, 126, 132. 

26. The joiner has a plane, but it is not his own — 126, 132. 

27. This saw is not large enough ; the joiner will give you 
his— 126, 132. 

28. Children are not always good, but a mother thinks that 
hers are perfect — 126, 132. 

29. The father gives his lessons to his sons, and the mother 
gives hers to her daughters — 126, 132. 



SIXTH LESSON. G3 



SIXTH LESSON.* 

FIRST DIVISION. PRACTICAL PART. 

TEXT.** 
LITERAL TRANSLATION . 

Sixth 

IjC siicc^s ne repondit pas awx asnM- 

succes3 answered to the ambi- 

tieuses esperances dw pauvre ©uvrier. 

tious hopes of the poor workman. 

Au bout de quelques iiiois des revers de 

At the end some months some reverses 

fortune assaillirent ]?Ionsieur Delatour. 

fortune assailed Mr. 

Deux maisons de commerce, ou il avait 

Two houses commerce 

place ses ^par^nes, suspeiidirent leurs 

placed savings suspended their 

paiemeiits ; peu apr^s, elles Hreiit 

payments little after they made 

banqueroute, et donn^rent cinq pour 

bankruptcy gave five for 

cent st leurs nombreux creanciers. 

hundred numerous creditors. 



THE SAME IN GOOD ENGLISH. 

The ambitious hopes of the poor workman were not crowned 
with success. After a few months, misfortunes befell Mr. Dela- 
tour. Two commercial houses, in which he had placed his 
savings, stopped payment ; a short time afterwards they failed, 
and paid five per cent to their numerous creditors. 

* See notes on pages 15 and 50. ** See first note on page 1. 



64: 



SIXTH LESSON. 



QUESTIONS AND ANSWERS FOR CONVERSATION* 



Quelle est cette lec^on ? 
Qui avait des esperances ? 
Qiielles esperances avait-il ? 
Qu'est-ce qui ne repondit pas k 

ses ambitieuses esperances ? 
A quoi le succes ne repondit-il 

pas? 
When did misfortunes befall Mr. 

Delatour ? 
Qui des revers de fortune assail- 

lirent-ils ? 
Ou avait-il place ses epargnes ? 
Qu'avait-il place dans deux mai- 

sons de commerce ? 
Qu'est-ce que les deux maisons 

de commerce suspendirent ? 
Que firent les deux maisons de 

commerce ? 
AYhen did they fail ? 
Combien donn^rent-elles a leurs 

crtanciers? 
A qui donn^rent-elles cinq pour 

cent? 



O'est la sixi^me. 
Le pauvre o^ivrier. 
D'ambitieuses esperances. 
Le succes. 

Aux ambitieuses esperances du 

pauvre ouvrier. 
Au bout de quelques mois. 

Monsieur Delatour. 

Dans deux maisons de commerce. 

Ses epargnes. 

Leurs paiements. , 

Elles firent banquerouta 

Pen apres. 
Cinq pour cent. 

A leurs nombreux creanciers. 



SENTENCES EOR ORAL TRANSLATION.** 



TO BE TURNED INTO ENGLISH. 

Le p6re de ce jeune homme est 

un brave ouvrier. 
II a place ses epargnes dans une 

maison de commerce. 
A-t-H de la fortune ? 
II a des esperances. 
II est actif et laborieux. 
A-t-il des enfants ? 
II a trois gargons. 



TO BE TUENED INTO FEENOH. 

The father of that young man is 

an honest workman. 
He has placed his savings in a 

commercial house. 
Has he any fortune ? 
He has some expectations. 
He is active and laborious. 
Has he any children ? 
He has three boys. 



See notes on page 2. 



** See note on page 3. • 



< 



SIXTH LESSON. 



65 



Le premier desole son pere et sa 

in^re. 
Le deuxieme est assez intelligent, 
Mais il n'est pas actif. 
Le plus jeune est le plus ambi- 

tieux. 
11 fait plus a lui seul que les deux 

autres. 
Son pere le jjlacera dans une 

maison de commerce. 
Pourquoi le premier desole-t-il 

son pere et sa mere ? 
Parce que c'est un faineant. 
Pourquoi son pere ne le corrige- 

t-il pas ? 
Parce qu'il est bon et indulgent. 
Mais nous pensons qu'il a tort. 
Ne le pensez-vous pas ? 
Sans doute. 

Et le deuxieme, que fait-il ? 
11 est ouvrier comme son pere. 
Quelle profession exerce-t-il ? 
La profession de menuisier. 



The first distresses Lis father and 
mother. 

The second is intelligent enough. 

But he is not active. 

The youngest is the most ambi- 
tious. 

He does more by himself than 
the other two. 

His father will place him in a 
commercial house. 

Why does the first distress his 
father and mother ? 

Because he is a drone. 

TV'hy does not his father correct 
him? 

Because he is good and indulgent. 

But we think that he is wrong. 

Don't you think so ? 

Without doubt. 

And what does the second do ? 

He is a workman, like his father. 

What trade does he follow ? 

The trade of a joiner. 



SECOND DIVISION. 



-TIIEOEETICAL PAKT. 



ANALYTICAL STUDY 

or THE GRAMMATICAL PECI-I.IAIUTIES IN TUE TEXT. 

Of what gender are the words succes, bout, mois, revers, paie- 
ment, and creancicr ? — 14.* 

Of what gender are ouvrier and monsieur? — 8. 

Of what gender are esp^rance, fort une, epargne, and hanque- 
route? — 15. 

Of what gender is maison ? — 79. 

What is the feminine of pauvrc ? — 6. 



* See notes on page 17. 



6(j SIXTH LESSON. 

What does au stand for? — 55. 
Why should we not say " A le bout P'' — 55. 
How would you translate " To the ivorhnan ? " — 55. 
What does des stand for ? — 93. V 

What is the infinitive oii^lace? — 52. 

What does the 6^ denote at the end of the words ambitieuses, 
esperances, moiso7iSy epaiynes, paiements, and creanciers ? — 25, 29. 
What is the plural of succes ? — iV 



SixiEME comes from six (44). 

Succes is of the masculine gender (14). 

RfepoNDiT is the third person singular of the past tense definite 
of the indicative mood of the verb repondre, coming from the 
Latin respondere^ to answer. The principal derivatives of repon- 
dre are : Reponse, answer ; re82')on sable ^ responsible ; responsabilite, 
responsibility ; correspondre, to correspond ; correspondant, cor- 
respondent ; corresjyondance, correspondence, etc. 

133. The third person singular of the past tense definite of 
the indicative mood of verbs ending in re in the infinitive, is 
formed by changing this termination into it. 

The same person, in the past tense of the subjunctive, difi'ers 
from this only by a circumflex accent placed over the i [10). 

It is difficult for an English student to discern at first any dif- 
ference between the imperfect tense and the past tense definite, or 
between // repondait, and // repondit, as they are both rendered 
in English by, He answered. We shall endeavor to point out as 
clearly and concisely as possible the difference between these two 
tenses. 

134. The imperfect tense represents an action or a state of 
being as already begun or existing, and going on or continuing, 
without expressing when it ceased, or whether it did cease. 

135. The past tense definite represents the action or the state 
from its very beginning ; it expresses that it has ceased, and that 
the duration of time it occupied has elapsed. 

The following deductions may be drawn from these definitions. 



SIXTH LESSON. 67 

136. The iraperfect tense must be used to render the English 
verb in the present participle, with the auxiliary verb to be, as : 
He was answering the speech of his opponent, when I left the 
house, II RtPONDAiT, etc., for that expresses neither when the 
action began, nor when it finished. 

137. The imperfect tense must also be used to express an ha- 
bitual action, as : She used to answer. She would answer, Elle 
repondait; for this conveys no precise notion of her ceasing to 
answer, 

138. The past tense definite is generally proper when the 
English past tense cannot be rendered by means of the words 
was, would, or used ^o, joined to the verb, as : He was answering. 
He would {usually) answer, He used to answer. 

139. The past tense definite is particularly used in narratives. 
In familiar conversation, it is often avoided, as stiff" and pedantic ; 
and another tense, the past tense indefinite is substituted. 

140. Aux is a contraction of a les ; it is therefore plural 
(55). It serves for both genders, and is placed indiff"erently 
before a word beginning either with a vowel or a consonant. 

Ambitieuse is the feminine of ambitieux, coming from the 
Latin ambitiosus. 

141. The termination enx is found in a great number of ad- 
jectives, about 200 of which end in ous in English, without any 
or with scarcely any other difference, as : Ambitieux, ambitious ; 
envieux, envious ; glorievx, glorious ; precieux, precious ; avanta- 
geux, advantageous ; vertueux, virtuous. 

142. Adjectives ending in x form their feminine by changing 
X into se. 

Esp^RAKCE comes from the verb csperer, to hope (23). 

143. Du is a contraction of de le. It is accordingly mascu- 
line and singular. It precedes a word beginning with a conso- 
nant. But when the word next to the article begins with a 
vowel or an h mute, the contraction is not used, and the e of le 
is cut off', as : De Vouvrier, De L'homrne (55). 

Pauvre comes from the Latin pauper, poor. Its principal de- 
rivatives are : Pauvrete, poverty ; appauvrir, to make poor, etc. 

OuvRiER comes from oeuvre, work, which comes from the 
Latin opus, operis, as can be seen from tlie words: opcrer, io op- 



68 SIXTH LESSON. 

erate ; operateui\ operator ; operation, cooperation, etc. The 
principal derivatives of oeuvre are : Chef-d'oeuvre, masterpiece ; 
hors-doiuvre, side dish ; manoeuvre, manceuvre ; manoeitvrer, to 
manoeuvre ; ouvrage, work, etc. 

Bout is of the masculine gender (14). 

144. Quelque, formed of quel and que, is an adjective cor- 
responding to some, any, and a few. When used in the singu- 
lar, it denotes an undetermined person or thing ; and in the plu- 
ral, an undetermined number of persons or things. Quelque is 
also used as an adverb, and is then indeclinable. Its de- 
rivatives are : Quelque chose, something, any thing ; quelque- 
fois, sometimes ; quelqu'un, somebody, anybody, some one, 
any one. 

145. The elision of the final e in quelque is admitted only 
before the words un and autre. 

Mois comes from the Latin rnensis, month. As this word 
ends in s in the singular, it undergoes no change of termination 
in the plural {11). 

Des is for de les, the partitive article, meaning some (93, 
102). 

Revers is derived from the preposition vers, towards, from 
the Latin versus, having the same sense, from the verb vertere, to 
turn. Revers ends with s in the singular as well as in the plural 
(17). 

146. The inseparable particle re denotes repetition, redupli- 
cation, doing or beginning over again, as: relire, to read again; 
redire, to say again ; retahlir, to re-establish ; — or coming or 
going hack, as : reagir, to react ; reconduire, to lead back ; revers, 
reverse (that is, turning back) ; — or lastly, gradual increase or 
completion, as : redouhler, to redouble ; raffiner, to refine. The e 
of this particle is sometimes cut off, as in rappeler, to recall, to 
call back, from appeler, to call. 

Fortune comes from the Latin fortuna, fortune, hap. Its 
principal derivatives are: Fortune, ioriim^^ie; infortune, misfor- 
tune, etc. 

AssAiLLiRENT is thc third person plural of the past tense defi- 
nite of the indicative mood of the verb assaiUir, which is de- 
rived from saillir, to leap, to gush, to break forth, fi'om the Latin 



SIXTH LESSON. . 69 

satire, having the same meaning. Assaillir is irregular in some 
of its tenses, but not in the past tense definite. 

147. The third person plural of the past tense definite of verbs 
ending in ir in the infinitive, is formed by changing this termi- 
nation into irent. 

AssAiLLiR is for adsailUr. 

148. Ad is the Latin preposition from which a is derived 
(24). When used as an inseparable particle, it has the same 
meaning in French as in English, denoting tendency, drawing 
near, bringing together. Most of the words in which it is com- 
bined are nearly the same in both languages, as : Adverbe, ad- 
verb ; admettre, to admit ; adjectif, adjective. In both lan- 
guages, also, the d of ad is often changed into the same letter as 
that which begins the radical, as in Accepter, to accept ; affilier^ 
to affiliate ; aggraver, to aggravate ; assaillir, to assail. But 
sometimes in French the d oi ad is cut oflf, as in ajourner, to ad- 
journ ; avertir, to warn (to advert) ; avis, advice. 

149. Monsieur is formed of the possessive adjective mon, 
my, and the substantive sieur, sir. lYEonsieur corresponds to 
three English words : — 1st, To Mr., before a proper name, as : 
Monsieur Delatour, Mr. Delatour ; 2d, to Sir, in addressing a 
man, as : Bonjour, monsietir. Good morning, sir ; 3d, to gentle- 
man, in speaking of a man, as : Ce monsieur. This or that gentle- 
man. Its plural is Messieurs. 

Maison comes from the Latin mansio, dwellins:. It is femi- 
nine (85). 

Commerce comes from the Latin merx, mercis, merchandise. 
Being masculine, it is an exception (15). 

150. Ou, seen in the third lesson as an adverb of place, is 
also used as a relative pronoun, signifying in xohich or to lohich, 
as : Le doute ot il est, The doubt in which ho is. It may be 
preceded by dc and par, as : Les emharras d'ou il s^est tire. The 
difficulties from which he has extricated himself; Les villages 
PAR oti il passera, The villages through which he will pass. 
These pronouns refer to things only, and are properly used when 
the sense conveys an idea of locality, whether positive or ab- 
stract. 

PlacS is the past participle of the verb jflaccr (52), which is 



70 SIXTH LESSON. 

derived from jplace^ from the Latin plateo.^ place, or square. 
Place signifies place, spot, or room. Its principal derivatives 
are : Placement, placing ; placer, to place ; deplacer, to displace ; 
emplacement, place, site ; remplacement, replacement ; remplacer, 
to replace, to supply ; replacer, to replace, to put back. 

Ses is the plural oi son and sa (51). 

Epargne comes from the Latin parcere, to spare. Its prin- 
cipal derivative is epargner, to spare, to save. 

SusPENDiRENT is the third person plural of the past tense defi- 
nite of the verb suspendre, derived from pendre, to hang, to sus- 
pend, from the Latin pendere. 

151. The third person plural of the past tense definite of the 
indicative mood of verbs ending in re in the infinitive, is formed 
by changing this termination into irent. 

The principal derivatives of pendre are : Rependre, to hang 
again ; dependre, to depend ; dependance, dependency ; inde- 
pendance, independence ; independant, independent ; pendant, 
pendent, pending, during ; cependant, in the mean time, howev- 
er ; pendule, pendulum, clock, etc. 

152. Leurs is the plural of leur, coming from the Italian 
loro. It is a possessive adjective that varies in number, but not 
in gender. Both leur and leurs correspond to their. With 
the article before it, this word becomes a possessive pronoun, 
thus : Le leur, la leur, les leurs, theirs. 

Paiement comes from the verb payer, to pay. The principal 
derivatives of payer are : Piaie, pay, wages ; payeur, payer, pay- 
master ; 'payable ; paiement, payment ; impayahle, invaluable, 
that cannot be paid too highly. 

153. The termination ment is added to many verbs, which 
are thus transformed into substantives ; a great number of them 
are the same in both languages, as : Engagement, from engager, 
to engage; amusement, from amuser, to amuse; sentiment, from 
sentir, to feel. Some diff"er slightly from the English, as : Jiige- 
ment, judgment ; attachement, attachment ; gouvernement, gov- 
ernment (45). 

154. Peu, from the Latin pauci, is an adverb corresponding 
to little and few. It is sometimes rendered in English by the 
inseparable particle un or in, as : PeiL important, unimportant ; 



SIXTH LESSON. 71 

2)cu considerable, inconsiderable. When followed by a sub- 
stantive, it requires the preposition de before the substantive (39). 
Peu is also used substantively. 

15.5. Apres is one of the derivatives of ^^re5, seen in the 
second lesson. It is a preposition and an adverb, corresponding 
to after^ next, next to, and afterivards. 

156. Elles is the plural of elle, from the Latin ilia, she, 
that one. !Elle is a personal pronoun corresponding to she, her, 
and it. It is feminine and singular ; elles is feminine and 
plural, and corresponds to theif and them. Both are used as sub- 
jects referring to persons and to things. They are also used as 
regimens, and then refer to persons more frequently than to 
things. 

FiRENT is the third person plural of the past tense definite of 
the irregular sexhfaire, mentioned in the third lesson. 

Banqueroute is derived from banc, bench, from the Italian 
banco, bench and bank. In this word, route means rupture or 
rout. The principal derivatives of banc are : Banque, bank, bank- 
ing-house ; banquette, bench ; banquier, banker ; banquet, ban- 
quet, etc. 

DoNKfeRENT is the third person plural of the past tense definite 
of the verb donner, mentioned in the first lesson, 

157. The third person plural of the past tense definite of the 
indicative mood of verbs ending in er in the infinitive, is formed 
by changing this termination into ^rent. 

Cinq is the radical oi cinquieme, seen in the fifth lesson. 

Cent comes from the Latin centum, hundred. Its principal 
derivatives are : Centcnaire, centenary ; centieme, hundredth ; 
centime, centime (the hundredth part of one franc) ; centi- 
(jrade, centigrade; centigramme, centigram; centimetre, centi- 
iiioter, etc. 

XoMDREUX is derived from nombrc, from the Latin numerus, 
number. Its termination is the same in the singular as in the 
plural. 

158. Adjectives and substantives ending in x do not change 
tlieir termination in the plural. 

CRfeANCiER is derived from the verb croire, to believe, from 
the Latin credere, probably through the Spanish creer. 



72 SIXTH LESSON. 

The verb croire, in its Spanish form, creer, has given birth to 
creance, credence or credit, by substituting the termination ance 
for that of the infinitive (23), and creance has produced creancier. 

159. The termination ier or er, in adjectives used substan- 
tively, generally denotes the person who exercises a profession or 
trade, who is daily engaged or usually deals in the thing ex- 
pressed by the radical. It often corresponds to the English ter- 
mination er, as : Manu/acturier, manufacturer ; messager, messen- 
ger ; officier, officer ; passager, passenger ; usurier, usurer ; ban- 
quier, banker.^ — It serves besides, when added to the name of a 
fruit, to designate the tree bearing such fruit, as : Pommier, apple- 
tree, from pomme, apple ; prunier, plum-tree, from prune, plum ; 
cerisier, cherry-tree, from cerise, cherry. — In a limited number of 
words, it denotes the utensil, the vessel, or the place destined for the 
use of the thing expressed by the radical, as : Obusier, howitzer, from 
ohus, shell ; encrier, inkstand, from encre, ink ; sucrier, sugar-basin, 
from Sucre, sugar ; colomhier, dove- house, from colomhe, dove. 



SYNTAX. 

Why do we say "Le succes," and not " Succes P^ — 35.* 

"Why should we not say " Le succes repondit ne pas .^" — 38. 

Why should we not say '•^ Aux ambitieux esperancesV — 33. 

In " II avail plac6 ses epargnes,^'' why does not the participle 
place agree with its regimen epargnes, which is feminine and 
plural?— 106. 

In " Leurs paiements^^ and '■'■Leurs creancier s,^'' why is leurs in 
the plural number ? — 107. 



II repondit aux esperances. 
It answered the hopes. 

160. The preposition to, which is often omitted in English, 
before the indirect regimen of a verb, must always be rendered in 
French, when that regimen is a substantive, by a, or by the con- 

* See notes on page 17. 



SIXTH LES50N. 73 

traction of a with the article, au, aux (55, 140). According-]}'-, 
the following phrases : We answer his question ; He told his 
father ; You give the hoy ; You give the children a lesson — 
should be translated thus : JVous repondons a so. question ; H 
disait a son pere ; Vous donnez au gargon ; Vous donnez aux 
enfants une legon. 

Des revers de fortune. 
Deux maisons de commerce. 

In these examples, the substantives fortune and commerce^ are 
employed without the article. 

Fortune determines the sense of revers^ and commerce deter- 
mines that of maisons ; but the sense oi fortune and commerce is 
not determined by any other word. 

161. When one substantive determines the sense of another, it 
is used without the article, provided it be not in its turn qualified 
by some other words. 



LEXICOLOGY. 



About 200 adjectives ending with OUS in English, become 
French by changing ous into eux. Ex. Ambitious, amhitieux. 
See Obs. 141. 

Many words beginning with the inseparable prefix ad, are 
nearly the same in both languages. Ex. Adverb, ac/yer6e ; ad-jHi 
jective, adjectif See Obs. 148. 



ADDITIONAL WORDS* 



Ambitionner^ 

Assaut^ 

Bouton^ 

]iOutonna\ 

Jioutonniere^ 

Cesser^ 



To aspire to. 
Assault, 
liud, button. 
To button. 
Button-hole. 
To cease. 



Credit, 

Credule, 

Dhcupcrcr, 

iJescsjwir, 

Divers, 

Diversifier, 



Credit. 
Credulous. 
To despair. 
Despair. 
Diverse. 
To diversify. 



* See note on pngo 11. 
4 



74 . 


SIXTH 


LKSSO]?^. 




Enters^ 


Towards. 


Pervers^ 


Perverse. 


Espoivy 


Hope. 


Pervert ir^ 


To pervert. 


Exceder^ 


To exceed. 


Preceder^ 


To precede. 


Exces, 


Excess. 


Pro^perev^ 


To prosper. 


Insidte^ 


Insult. 


Quelconque^ 


Wliatever, any 


Ilarcliand^ 


Merchant. 


Eenverser^ 


To overthrow. 


Marchander^ 


To bargain. 


PesuUat, 


Result. 


Marcha?idise, 


Merchandise. 


PesuUer, 


To result. 


Necessaii'c^ 


Necessary. 


Sauter^ 


To jump. 


Mccessite^ 


Necessity. 


SantercUe, 


Grasshopper. 


JSfecessitei\ 


To necessitate. 


Seigneur^ 


Lord. 


Numero^ 


JSTumber. 


Senate 


Senate. 


Numeroter^ 


To number. 


Traverser^ 


To cross. 


Opera^ 


Opera. 


Tressaillir, 


To start. 




EXEECISES 





m 



UPOX THE GEAMMATICAL OBSERVATIONS AND UPON THE RTJLE3 OF 
SYNTAX.* 

1. Model : // rejyondit. See Obs. 133. — He corresponded — lie 
depended — He heard — He hung — He followed — He suspended. 

2. Model: II repondait (He was answering; he would an- 
swer; he used to answer). See Obs. 136, 137, 138. — He was 
animating — He us<=^d to give — He would desire — He used to ex- 
ercise — He was examining — He would guide — He used to think 
— He was passing — He used to place. 

3. Model : Aux esperances. See Obs. 140. — To the creditors 
To the examples — To the children — To the savings — To the 
ns — To the boys — To the men — To the ideas — To the institu- 
tions — To the lessons — To the languages — To the sleeves — To 
the hands — To the mothers — To the houses — To the workmen — 
To the fiithers — To the vices. 

4. Model: Amhitieux, amUtieuse. See Obs. 141, 142. [The 
folloiuing adjectives are to he translated twice : once with the mas- 
culine form^ and once tvith the feminine). — Judicious — Precious — 
DeHcious — Capricious — Vicious — Odious — Melodious — Studious 



* See note on page 12. 



SIXTH LESSOX. 75 

— Contaofious — Reliirious — Bilious — Ceremonious — Harmonious 
— Serious — Mysterious — Laborious — Victorious. 

5. Model: Dc i^auvre ouvrier^ De h'ouvricr. See Obs. 143. 
— Of the elbow — Of the creditor — Of the doubt — Of the exam- 
ple—Of the child— Of the son— Of the drone— Of the boy— Of 
the man — Of the joiner — Of the month — Of the gentleman — 
Of the eye — Of the proverb — Of the father — Of the payment. 

6. Model: Quelques mois. See Obs. 1 44-. — Some planes — A 
few saws — Any success — A few vices — Some time — Any doubt 
— A few examples — Some hope — Any savings — A few men — 
Some institutions — Any language — A few lessons. 

7. Model: Us assaillirent. See Obs. 147. — They estab- 
lished — They re-established — They united. 

8. Model: Elks suspendirent. See Obs. 151 {with the femi- 
nine pronoun). — They corresponded — They depended — They 
heard — They hung — They followed — They suspended. 

9. Model: Leurs ptaienients. See Obs, 152. — Their doubt — 
Their doubts — Their example — Their examples — Their child — 
Their children — Their son — Their sons — Their father — Their 
fathers — Their lesson — Their lessons. 

10. Model: Elles Jirent. See Obs. 156 {with the feminine 
pronoun). — She had — It has — She will correct — It gives — She 
said — It was — She is— She exercised — It does — She thinks — 
It could — She passes — It answered — They are — She would be — 
She saw — It goes. 

11. Model: Us donnerent, Mies donnerent. See Obs. 157. — 
{Masc.) They animated — {Fern.) They corrected — {Fern.) They 
de>ired — {Masc.) They exercised — {Fern.) They examiued-^^ 
{Masc.) They guided — {Fern.) They thought — {Masc.) Tliej^B 
passed — {Fern.) They placed. ^^^ 

12. Model : Leurs nombreux creancicrs. See Obs, 158, — 
llis odious creditor — His odious creditors — The precious exam-^ 
}'le — The precious examples — A generous child — The generous 
children— That laborious boy — Those laborious boys — That mys- 
terious man — Those mysterious men. 

13. Model: Repondit aux esperanccs. Syntax, IGO. — He 
trives his son — She told her father — They gave ihoir creditors — 
He answered his mother — He would not answer his children. 



76 SIXTH LESSON. 

14. Model: Revers de fortune. Syntax, 161. — Joiner's bench 
— Child's hand — Workman's son — Man of resolution — Ideas of 
ambition — Lessons of Latin — ^Banking-house. 



PHRASES FOR COMPOSITION* 

TO BE TEANSLATED INTO FRENCH. 

1. One day, his creditor followed him to [till] his own house 
—133, 135. 

2. He heard the workman, but he did not answer him — 
133, 135. 

3. That commercial house sto2')ped [suspended]** its pay- 
ments/or [pending] a month — 133, 135. 

4. The other day, they gave you a good example — 157, 135. 

5. [To] what was he thinking of? — He was thinking of [to] 
you— 134, 136. 

6. The child used to follow his father— 137. 

7. He was so generous that he would sometimes give away 
all that [which] he had — 137. 

8. He was examining the saw and the plane — 136. 

9. She is attentive to the lessons — 140. 

10. The knowledge of languages is useful to men — 140. 

11. What will he give to the children ? — 140. 

12. His father is serious — 141. 

13. His mother is serious — 142. 

14. Laziness is dangerous — 141, 142. 

15. He has generous ideas — 141, 142. 

16. Where have you put the plane of the joiner ? — 143. 

17. The son will possess the savings of the father — 143. 

18. His creditors gave him [some] time — 143. 

19. She has some fortune — 144. 

20. The father and mother joined [reunited] their savings 
—147. 

21. The children heard their father and answered him — 151. 

22. Mr. Alexis is going to Paris — 149. 

* See notes on page 13." *•* See note on page 87. 



SIXTH LESSON. 77 

23. Do you know, sir, where [goes] Mr. Delatoiir is going ? — 
149. 

24. Who (Quel) is that gentleman ? — 149. 

25. It is a gentleman who wishes to see you — 149. 

26. The house in which she was is one of the best in Paris — 
150, 128. 

27. He will place his children in the institution in which he 
[has] received his own education — 150. 

28. The father and mother corrected their child — 152. 

29. Some generous men gave their savings — 152. 

30. He gives lessons for his own amusement — 153. 

31. This is the joiner's bench — 56, 161. 

32. This is a joiner's bench — 56, 161. 



Y8 SEVENTH LESSON. 

SEVENTH LESSON.* 

FIEST DIVISION. PRACTICAL PAKT. 

TEXT.** 
LITERAL TRANSLATION. 

^epti^ine le^on. 

Seventh 

Ces tristes circonstaBices ciirewt pour 

These sad ch'cumstances had 

resultat de forcer M. ©elatotir a retirer 

result to force Mr. talve back 

jiotre petit paresseiix de sa pension, dans 

our httle lazy (fellow) from boarding-school, 

laqiielle il aiait appris fort peia de ckose, 

Avhich learned ver thing 

et d'oii it ne rapportait qu'un penchant 

brought back propensity 

nn pen plus prononce ponr I'indolence, 

pronounced (decided) indolence. 

avec line aversion complete poiir le 

with aversion complete 

metier de son p^re, qii'il re^ardait 

trade looked upon 

comme line cliose feasse et indi^ne de lui. 

as base unworthy 



TEE SAME IJSr GOOD ENGLISH. 

The consequence of these untoward occurrences was, that Mr. 
Delatour was compelled to remove our little lazy fellow from 
school, where he had learned very little, and whence he re- 
turned with a still stronger propensity to indolence, and a decided 
aversion to his father's business, which he looked upon as low 
and unworthy of him. 

* See notes on pages 15 and 50. *^' See first note on page 1. 



SEVENTH LESSOX. 



79 



QUESTIONS AND ANSWSES FOS CONVERSATION* 



Quelle est cette le^on ? 

Quelles circonstances forcerent 

M. Delatour k retirer notre 

petit paresseux de sa pension ? 
Qui est-ce que ees circonstances 

forcerent a retirer Alexis de sa 

pension ? 
Qui forc^rent-elles M. Delatour k 

retirer de sa pension? 
D'ou le force rent-elles k retirer 

notre petit paresseux ? 
Quel resultat eurent ces tristes 

circonstances ? 

Qu'avait-il appris dans sa pen- 
sion? 

Oh avait-il appris fort i>eu de 
chose ? 

Pourquoi avait-il appris fort peu 
de chose ? 

Pourquoi etait-il paresseux ? 

D'ou rapportait-il un penchant 
prononce pour Tindolence ? 

Que rapportait-il de sa pension ? 

Pour quel metier avait-il une 

aversion complete? 
Quel etait le metier de son pere? 
Quel sentiment avait-il pour ce 

metier? 
Comment regardait-il ce metier? 

Pourquoi avait-il une aversion 
complete pour ce metier ? 



, C'est la septierae. 

' De tristes circonstances — or, Des 

. revers de fortune. 

M. Delatour. 



Alexis — or. Xotre petit paresseux. 
De sa pension, 

De forcer M. Delatour k retirer 
notre petit paresseux de sa 
pension. 

Fort peu de chose. 

Dans sa pension. 

Sans doute parce qu'il* etait 

paresseux. 
Xous ne le savons pas. 
De sa pension. 

Un penchant un peu plus pro- 
nonce pour Tindolence. 
Pour le metier de son pere. 

Le metier de menuisier. 

Une aversion complete. 
t 

I Comme une chose basse et indigno 
! de lui. 

' Parce quMl le regardait commo 
I une chose basse et indi^ne de lui. 



See notes on page 2. 



80 



SEVENTH LESSON. 



SENTENCES FOR OEAL TRANSLATION.* 



TO BE TUENED IXTO ENGLISH. 

Qu'aYCz-vous appris ? 

Nous avons appris fort peu de 

chose. 
Nous savons fort peu de chose. 
Pourquoi avez-vous appris fort 

peu de chose? 
Vous ue repondez pas. 
Pourquoi ne rcpoudez-vous pas ? 
Nous lie le pouvons pas. 
Vous le pouvez si vous le voulez. 
Nous n'avons pas eu le temps. 
Mais vous prononcez fort bien. 
Vous avez appris quelque chose. 
Oil avez-vous appris ce que vous 

savez ? 
A notre pension. 
Mais nous avons eu fort peu de 

lemons. 
Ou e^t Alexis ? 
II est avec son p6re. 
Est-il actif comrae son pere ? 
II est un peu paresseux. 
C'est pourquoi son p6re I'a retire 

de pension. 
Mais il est fort jeune. 
Le temps corrigera son penchant 

pour Tindolence. 
C'est possible. 
Surtout avec I'exemple d'un 

homme comme son pere. 
Qu'est-ce que son pere pense faire 

de lui ? 
II le placera dans une maison de 

commerce. 
II a raison. 



TO BE TURNED INTO FRENCH. 

What have you learned? 
We have learned very httle. 

We know very little. 

Why have you learned very little ? 

You do not answer. 

Why don't you answer? 

We cannot. 

You can if you will. 

AVe have had no time. 

But you pronounce very well. 

You have learned something. 

Where did you learn what you 

know ? 
At our school. 
But we had very few lessons. 

Where is Alexis ? 

He is with his father. 

Is he active like his father ? 

He is ratlier lazy. 

That is Avhy his father took him 

back from school. 
But he is very young. 
Time will correct his propensity 

to indolence. 
It is possible. 
Above all with the example of 

such a man as his father. 
What does his father intend to 

make of him ? 
He will place him in a commercial 

house. 
He is right. 



See note on page 3. 



SEVENTH LESSON. 81 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAilMATICAL PECULIAEITIES IX THE TEXT. 

How is the word septieme formed ?* — 44. 

Of what gender is circonstance ? — 15. 

Of what gender are rdsultat, "penchant^ and metier^ — 14. 

Of what gender are pension and aversion ? — 50. 

In what mood are the \evhs forcer and retirer ? — 121. 

What is the feminine oiparesseux? — 142. 

What is the plural oiparesseux? — 158. 

Why do we say d'oii, and not de oil? — 11. 

What is the infinitive of raj^portait ? — 47. 

What is the infinitive oiprononce ? — 52. 

Why do we say Vindolence, and not la indolence? — 11. 

What is the masculine of complete ? — 2. 

What is the feminine of indigne ? — G. 



Septieme comes from sept, seven (44), from the Latin septem, 
as can be seen from the derivative septembre, September. 

Ces is the plural of ce, cet, and cette (19). 

Examples have now been seen of all the demonstrative adjec- 
tives, in the following phrases : 

Ce vice donne naissance a tons les autres — 1st lesson. 

A quoi cet idiot passe-t-il son tem2)S? — 3d lesson. 

Cette laiKjue etant la sienne — 5th lesson. 

Ces tristes circonstances — 7th lesson. 

TiiiSTEs is the plural of triste, which, ending in e muto, is of 
both genders (G, 25). 

CiiifONSTANCE resembles the English word circumstance. 

162. Circon is an inseparable preposition, coming from the 



See notes on page 17. 

4* 



82 SEVENTH LESSON. 

Latin circum, and signifying about, around. The derivatives 
formed by means of this particle are very nearly the same in 
both languages ; the Latin spelling of circum being preserved in 
English, and slightly altered in French, as : Cir conference, circum- 
ference; aVcow/ocMiiow, circumlocution ; ch'conspect, circumspect; 
circonscrire, to circumscribe. 

EuRENT is the third person plural of the past tense definite of 
the irregular verb avoir. 

Resultat comes from residter, to result. 

163. The termination at, often makes a substantive of a verb, 
and denotes the end obtained, or the action done, as : Resultat, 
fi'om resulter, to result ; assassinat, murder, from assassiner, to 
murder ; certificat, certificate, from certifier, to certify. — It is 
added also to some titles of persons, and denotes their function 
or quality, as : Consulat, consulate, consulship, from consul ; 
docforat, doctorate, doctorship, from docteur ; patriarcat, patri- 
archate, patriarchship, from patriarche. 

Forcer comes from the adjective /or^, from the Latin /orii^, 
strong, the principal derivatives of which are : Effort, effort; 
force, force, strength ; forteresse, fortress ; fortifier, to fortify ; 
fortification, fortification ; renforcer, to strengthen ; renforcement, 
strengthening, reinforcement ; renfort, reinforcement. 

M. is the abbreviation oi Monsieur (149). 

Ketirer comes from the verb tirer, to draw, from the Latin 
trahere. 

Tirer is an important verb, on account of its numerous accep- 
tations. It corresponds to the following English verbs : to draw, 
to pull, to shoot, to fire, to derive, to stretch, to tap, to drag, to 
strike off. 

164. Notre, formerly nostre, from the Latin nosier, is a pos- 
sessive pronominal adjective of both genders, and of the singular 
number, corresponding to our. Its plural is nos, likewise cor- 
responding to our. 

Petit is a word often used in English, as in " petit jury, petit- 
maitre." 

Paresseux is one of the derivatives of paresse, seen in the first 
lesson. 



SEVEXTH LESSON. 83 

Pension means pension, alloicance, hoard, boarding -house, and 
boarding-school. 

Laquelle is a relative pronoun, feminine and singular, formed 
of the article la and the pronominal adjective quelle. It corre- 
sponds to qui, que, and quoi, in French, and to who, whom, ichich, 
or that, in English. 

165. The pronominal adjective quel (71) combines with the 
article, simple or compound, and forms: lequel, laquelle, lesquels, 
lesquelles, who, whom, which, or that; — duquel, de laquelle, 
desquels, desquelles, of whom, from whom, of which, from 
which ; — auquel, a laquelle, auxqueh, auxquelles, to whom, to 
which. 

Appris is the past participle of the irregular verb apjirendre, to 
learn, coming from prendre, to take. The principal derivatives 
oi p'endre are : Apprendre, to learn ; comprendre, to comprehend, 
to understand ; entreprendre, to undertake ; rapprendre, to learn 
again ; reprendre, to take back ; surprendre, to surprise ; and a 
number of substantives and adjectives formed from these verb>, 
as : Entreprise, enterprise ; surprise, surprise ; comprehension, 
comprehensible, etc., which will be found explained among the 
words alike, or nearly so, in both languages. 

FoKT, as an adverb, comes from the adjective fort, strong, 
mentioned in this lesson as the radical of forcer. It is one of 
three adverbs which correspond to very, when placed before ad- 
jectives or otlier adverbs, as : Fort bon, very good ; fort bien, very 
well. The other two are tres and bien. 

166. Chose is a feminine substantive, which signifies tiling. 
But j)eu de chose, little, and quelque chose, something, any thing, 
are adverbial forms which are masculine. 

]ro(J. See oil (150.) 

Kapportait is a form of the verb rapporter (47), derived from 
porter, to bear, to carry, to wear, from the Latin portarc. The 
l)rincipal derivatives of porter are : Ajyporter, to bring; emporter, 
to carry away; exporter, to e.\port; importer, io import; sup- 
porter, to support; transporter, to transport; and a number of 
substantives and adjectives formed from these verbs, and which 
will be found explained amongst the words alike, or nearly so, 



84 SEVENTH LESSON. 

in French and in English, as: Importance, imioortant ; suppor- 
table, insupportable, etc., etc. 

Porter enters also into the formation of some compound 
words, as : Porte-craijon, pencil-case ; portefeuille, portfolio ; 
2yo7'te-manteau, portmanteau, etc. 

Penchant is a word often used in English in the sense of in- 
cVination ; it comes from the verb pencher, to incline, to lean. 

Prononce is the past participle of the verb 2^^'o>ioncer (52), 
which comes from the Latin pronunciare, to declare, derived from 
nunciare, to announce. The principal words having an analogy 
with this are : Annoncer, to announce ; annonce, announcement, 
notic*e, advertisement ; denoncer, to denounce ; enoncer, to enun- 
ciate ; prononcer, to pronounce ; prononciation, pronunciation ; 
renoncer, to renounce, etc. 

Indolence is alike in French and in English. 

167. The termination ence, as well as aiice (23) belongs to 
substantives which are the same in both langiiages, as : Indolence, 
adolescence, residence, prudence, indigence ; — or nearly the same, 
as : Agence, agency ; clemence, clemency ; decence, decency. 

168. Avec is a preposition corresponding to tvith. 
Aversion is one of the derivatives of vers, mentioned in the 

sixth lesson. 

Complete is the feminine of complet (185). The principal 
derivatives are : Completer, to complete ; complement, complement; 
incomplet, incomplete, etc. 

METIER is of the masculine gender (14). 

Regard AIT is a form of the verb regarder (47). Regard, a 
word much used in English, and signifying consideration, is de- 
rived from regarder. 

169. Comme is derived from the Latin quomodo, how. It is 
used as an adverb and as a conjunction, and corresponds to as, 
like, and how. 

Chose is supposed to be derived from the Latin causa, cause. 

Basse is the feminine, irregularly formed (2) of the adjective 
has, which comes from the Greek §a^u^, deep. Its principal de- 
rivatives are : Abaisser, to abase ; base, basis, base ; baser, to base ; 
basse, bass ; basson, bassoon ; bas-relief, basso-relievo, etc. 

Indigne is derived from digne, worthy, which comes from the 



SEVENTH LESSON. 85 

Latin dignus. The principal derivatives of digne are : Dignitaire, 
dignitary; dignite^ 6\gmij \ indignation; indigner, to make in- 
dignant, etc. 

itO. TLe inseparable particle in is generally negative, as in 
English in invisible. It corresponds to the English inseparable 
particles in and nn, and sometimes to the termination less, as in 
inutile, useless. — It is changed into im before h, m, and p, as in: 
ijnberbe, beardless, from barbe, beard; immodere, immoderate, 
from modere, moderate ; imprudent, ivom. prudent.-— It is changed 
into it before Z, and ir before r, as in : Illogique, illogical, from 
logique, logical ; irrationnel, irrational, from rationnel, rational. 



SYNTAX. 

In " trlstes circonstances,'' Avhy does the adjective ti'iste take 
an s.^*— ?.3. 

Why should we not say " son 2^Gnsion ? " — 107. 

To what does the pronoun laquelle relate ? 

Why is ne placed before rapimrtait? — 38. 

Why do we say " h'indolence," and not " indolence ? " — 35. 

W^hy do we say '-^une aversion complete^'* and not "wn aver- 
sion completV — 33, 50. 



« 



Notre p)etit paresseux. 
Our little lazy fellow. 



171. French adjectives are often used as substantives, in the 
singular as well as in the plural. Thus, we may render : The 
brave man, by Le brave ; — The ambitious man, by Vambiticux ; 
— A French woman, by Une Fran^aise ; — The poor little boy, 
by Le pauvre 2)etit, — without being obliged to add tho words 
homme, man ; femme, woman ; gar^^on, boy, or any such sub- 
stantive rcfjuircd in the English. 



Sco notes on page 17. 



86 SEVENTH LESSON. 



Sa pension dans laquelle. 

It has been seen (165) that lequel, laquelle, lesqiiels, lesquelles^ 
correspond to qui^ que^ and quoi, in French, and to who^ whom^ 
which^ and that, in English. But though the meaning is the 
same, yet we cannot say : Sa pension dans qui. 

172. Qui, after a preposition, relates only to persons; or to 
personified things, in poetical language. 

173. Lequel, laquelle, lesquels, lesquelles, are 
seldom used as subjects or as direct regimens, unless they be- 
come necessary to avoid ambiguity. The subject is generally 
represented by qui, and the direct regimen by que, as : Un bon 
gavQon qui navait quun defaut ; — V education qu''il avait 
regue. 

But when we say "Za mere d^ Alexis qui est pauvre," the pro- 
noun QUI may refer to mei-e (mother), which is feminine, or to 
Alexis, which is masculine ; and if we wish to avoid this ambi- 
guity, we say, in the first instance, " La mere d^ Alexis, laquelle 
estpauvre^'' and in the second instance, " La mere d' Alexis, lequel 
est pauvreP 

174. If the relative pronoun is governed by a preposition, it 
is generally expressed by qui, when it refers to persons, and by 
lequel, laquelle, lesquels, lesquelles, when it refers to 
things. 

Indigne de lui. 

We have now seen lui as a subject and as a regimen : as a 
subject in " II voulait que son enfant fut plus que lui ;" as a 
regimen in ^'Comment lui faire entendre raison?''"' and in 
" Indigne de lui." We have pointed out the diff'erence between • 
il and lui, as a subject (104). We shall now explain the differ- 
ence between le and lui, as a regimen. 

175. Xie is always a direct regimen, and, except in the im- 
perative mood, always placed before the verb, as in " Vous le 
savez^ Lui either precedes the verb, whose indirect regimen 
it is (meaning t<3 him), or is placed after the verb, and is gov- 
erned by a preposition, as in the above example, " Indigne de 



SEVENTH LESSON. 



87 



Lui." Accordingly, il signifies he or it ; le signifies him or it ; 
and lui signifies he,, him, or it — and to him* or to it. 



LEXICOLOGY. 

Words beginning with the inseparable prefix circon are very 
nearly the same in both languages. Ex. Circonstance, circum- 
stance. See Obs. 162. 

Substantives ending with ence are alike in French and in 
English. Ex. Indolence. See Obs. 167. 

ADUITIOKAL WORDS** 



Accomplir^ 

Attirer, 

At trait, 

Bassesse, 

Confortahle, 

Contrat, 

Depense, 

Depenser, 

JJeuil, 

Emprisonner, 

En has, 

Ex tr aire, 

(iarde^ 

G arde-maladc, 

Garde-robe, 

Gardien, 

Importuner^ 

Indiapensahlc, 

Inojtportun, 



To accomplish. 

To attract. 

Attraction. 

Baseness. 

Comfortable. 

Contract. 

Exjjense. 

To spend. 

^Mourning. 

To imprison. 

Down, below. 

To extract. 

Guard, care. 

Nurse. 

Wardrobe. 

Keeper, warden. 

To importune. 

Indispensable. 

Inoi)portune. 



Pensionnaire, 

Petit a petit, 

Petitesse, 

Priser, 

Prison, 

Prison nier, 

Pecompense, 

Pecompemer, 

Pepandre, 

Petirer, 

Petraite,^ 

Soustraction, 

Soustraire, 

Suppleer, 

Supplement, 

Tire-hotte, 

Tire-houchon, 

Tiroir, 

Irintesse, 



Boarder. 

Little by little. 

Littleness. 

To take snuflt". 

Prison. 

Prisoner. 

Recompense. 

To recompense. 

To pour out. 

To withdraw. 

Retreat. 

Subtraction. 

To subtract. 

To supply. 

Supplement. 

Boot-jack. 

Corkscrew. 

Drawer. 

Sadness. 



* Lci signifies also to her >niL wc omit it for the present, because no ex- 
ample hn.s yet been seen. 
** See note on p.ago 11. 



88 SEVENTH LESSON. 



EXEECISES 

UPON THE GEAMMATIOAL OBSERVATIO:SS AND UPON THE RULES OF 
SYNTAX.* 

1. Model: Resultat. See Obs. 163.— (To be translated into 
English.) — Cand^at — Certificat — Decemvirat — Magistral — 
Senat — Triumvirat — Doctorat — Secretariat — Vicariat. 

2. Model: Notre petit paresseux. See Obs. 164. — Our 
fortress — Our force — Our plane — Our prisons — Our pencil-cases 
— Our pocket-books — Our propensities. 

3. Model: S a pension duns laquelle. See Obs. 165. — The 
trade by •which he makes a fortune — The house in which he is — 
The house from which he has removed his son — The faults 
(defects) of which he will correct himself — The circumstances 
6^"^* [of] which he has profited — The proverbs [to] which we 
think of — The circumstances to which he alludes [makes allu- 
sion]. 

4. Model : Appris (past participle of apprendre'). — Taken — 
Undei'stood — Undertaken — Surprised. 

5. Model : Indolence, See Obs. 167. — (Translate into English.) 
— P residence — Regence — Urgence — Frequence — Circonfercnce. 

6. Model : Indigne. See Obs. 170. — (Translate into English.) — 
Inanime — Incertain — Tncivil — Inclemence — Incomplet — Incre- . 
dule — Infatigahle — Injuste — Inutile — Immortel — Imparfait — 
Irreligieux. 

7. Model: Un paresseux. Syntax, lYl. — A brave man — A 
Frenchman — A French woman — The poor man — The poor little 
fellow — An officious man. 

8. Models : Un garcon qui n'avait qiiun defaut — L* education 
QUE son pere lui donne — Sa pension dans laquelle, etc. Syn- 
tax, 172, 173. — A man who is ambitious — An example which 
is good — That boy who was intelligent — The lesson which is 
learned — The lesson which you know — The man whom our 
child saw — The workman to whom we give a plane — His mother 
with whom he is — Her children for whom she does every thing 

m 

* See note on page 12. ** See note on page 37. 



SEVENTH LESSON. 89 

9. Models : Vous le savez — II lui disait (He said to him) — 
ladigiie de lui. Syntax, l7o. — His father will correct him — He 
gives it (masc.) — They gave it (masc.) — He forces him — He an- 
swered [to] him — She brought back to him — His son is worthy 
of him — This saw is too small for him — His mother is alone with 



PHRASES FOE COMPOSITION* 

TO BE TRANSLATED INTO FREXCn. 

1. Why do you force those children to answer ? — 19. 

2. What do you think of these things ? — 19. 

3. Our trade is useful — 164. 

4. Our idleness is unworthy of us — 164. 

5. This is the house in which he has placed his children — 
165, 174. 

6. You know the reason for which he removes his son from 
1h> school— 165, 174. 

7. What did he answer to the creditors by whom he was be- 
set (assailed) ?— 174. 

8. What is he to do in the circumstances in which he is 
placed?— 88, 174. 

9. It is a fault of which he will never correct himself — 174. 

10. He has vices of which he will never correct himself — 165, 
174. 

11. It is an example q/*[to] which we think — 165, 174. 

12. His creditors, to whom he gave little (peu de chose), as- 
sailed him — 174. 

13. He asks [makes] you some questions [to] which you can 
answer — 165, 174. 

14. He could do something [of] good and [of] useful — 166. 

15. We are thinking q/" [to] something [of] serious — 166. 
10. He has something [of] low in his propensities — 166. 

17. It is useless to [of] answer — 170. 

18. The lesson is incomplete — 170. 

* Sco notes on page IC. 



90 SEVENTH LESSON. 

19. An ambitious man thinks but o/'[to] one thing — lYl. 

20. A [the] poor man hopes ^o. make a fortune — 171. 

21. The lazy fellow would not learn his lesson — 171. 

22. That Frenchman does not pronounce [well] his own lan- 
guage well — 171; 

23. The workman who gives an [some] education to his chil- 
dren, is an honorable man — 173. 

24. His mother, whom you wish to see, is in the house — 173. 

25. Alexis, whom his father will correct, is a little lazy fel- 
low— 173. 

26. This reverse of fortune forces him to stop payment — 175. 

27. Why do you look at him without answering [to] him ? — 
175. 

28. What do you bring back to him ? — 175. 

29. Whv do you force him to answer? — 175. 

30. And this joine7-^s bench, where do you place it? — 175. 



i 



EIGHTH LESSON. 91 

EIGHTH LESSON.* 

FIRST DIVISION. PEACTICAL PAET. 

TEXT.** 

LITERAL TRAI!-SLATION, 

HiiitB^iiie Ic^on. 

Eighth 

Alexi^i, quand if Ait; chez son p^re, 

when ^vas in the house of 

cessa totaleiiient d'elwdier, et s'aflTran- 

ceased totally to study himself freed 

chit dc toiite coiitrainte. 11 eut bieutot 

constraint had soon 

oiiblie 9e pcu qu'il savait. Tons les jours 

forgotten knew days 

il llaiiait dans Ics rues, ou sur les boule- 

loitered streets on boule- 

vards, qui ^taient ses promenades 

vards were walks 

favorites. II s'arretait souvent en con- 
favorite stopped often con- 
templation muette devant les plus belles 

ternplation dumb before beautiful 

boutiques. 

shops. 

THE SAJfE ly GOOD EXGLIS/T. 

When Alexis was at home ai^ain at his father's, he gave up. 
studying altogether, and freed himself from all restraint. He 
soon forgot the little he knew. Every day he used to loiter 
about the streets, or on the boulevards, whicli was his favorite 
walk. He often stopped in mute contemj>lation before the finest 
shops. 

• See notes on pages 15 and 50. ' *♦ See first note on page 1. 



EIGHTH LESSON. 



QUESTIONS AND ANSWERS FOR CONVERSATION.* 



Quelle est cette legon ? 

Qui est-ce qui cessa totalement 

d'etudier ? 
Quand cessa-t-il d'etudier ? 
Oomment cessa-t-il d'etudier ? 
Qu'est-ce qu' Alexis cessa de faire? 
De quoi s'aifranchit-il ? 
Qu'est-ce qu'il eut bientot oublie ? 
Quand oublia-t-il le peu qu'il sa- 

vait? 
Quand iianait-il dans les rues, ou 

sur les boulevards ? 
Oil flanait-il tons les jours ? 

Quolles etaient ses promenades 
favorites ? 

Ou s'arretait-il souvent, en con- 
templation muette ? 

Quand s'arretait-il devant les 
plus belles boutiques ? 

Comment regardait-il les plus 
belles boutiques ? 



C'est la Imiti^me, 
Alexis. 

Quand il fut chez son p6re. 

Totalement. 

II cessa d'etudier. 

II s'affranchit de toute contrainte. 

Le peu qu'il savait. 

Bient6t. 

Tons les jours. 

Dans les rues, ou sur les boule- 
vards. 
Les boulevards. 

Devant les plus beUes boutiques. 

Souvent. 

En contemplation muette. 



SENTENCES EOR ORAL TRANSLATION.** 



TO BE TTJENED INTO ENGLISH. 

Quel est ce jeune homme ? 
C'est le fils d'un brave ouvrier. 

Quefait-il? 

II flane dans les rues. 

Est-ce qu'il n'etudie jamais ? 

II n'etudie pas souvent. 

Pourquoi done ? 

Parce qu'il n'est pas bien guide. 



TO BE TURNED INTO FEENCn. 

Who is that young man ? 

He is the son of an honest work- 
man. 

What does he do ? 

He loiters about the streets. 

Does he never study ? 

He does not often study. 

Why not? 

Because he is not properly 
guided. 



See notes on page 2. 



** Sec note on page 3. 



EIGHTH LESSOX. 



93 



H n'a que sa mere. 

Et elJe est mnette. 

Mais il est fort jeune. 

11 a le temps d'apprendre. 

Desirez-vous faire une prome- 
nade? 

Nous V0U3 suivons. 

C'est k vous a nous guider. 

Quelle belle rue ! 

Ce n'est pas une rue. 

Qu'est-ce done ? 

C'est un boulevard. 

C'est notre promenade favorite. 

Nous flanons souvent sur les bou- 
levards. 

Cette boutique est fort belJe. 

Mais, ou est notre petit gargon ? 

11 etait devant nous. 

Nous ne le voyons plus. 

Par ou a-t-il passe ? 

11 est dans cette boutique de rae- 
nuisier. 

Ix; petit curicux ! 

II nous avait oublies. 



He has but his mother. 

And she is dumb. 

But he is very young. 

He has time to learn. 

Do you wish to take a walk ? 

We follow you. 
You must be our guide. 
What a fine street ! 
It is not a street. 
What is it then? 
It is a boulevard. 
It is our favorite walk. 
We often lounge on the boule- 
vards. 
That shop is very fine. 
But, where is our little boy ? 
He was before us. 
We have lost sight of him. 
Which way has he gone ? 
He is in that joiner's shop. 

What an inquisitive little felloW 

he is ! 
He had forgotten us. 



SECOND DIVISIOX. THEORETICAL PAET. 

ANALYTICAL STUDY 

OF THE GRAMMATICAL I'ECL I.IAlilTIES IN THE TEXT. 

Of what gender are conti-ainte, rite, jJi'OJiienade, and bou- 
tique?* — 15. 

Of what gender are jour and boulevard? — 14. 
Of what gender is contemplation ? — 99. 
In what mood is etudier? — 121. 



• See notes on page 17. 



94 EIGHTH LESSON. 

How would you form the present participle of this verb? 
—115. 

How would you form the past participle? — 52 

Give the French for: ''He studies {22)— We study {2^)— He 
studied or was studying {^1)--They did study (151)— He will 
study (74) — That he should or miyht study (124)." 

Why do we say ''s'afranchit,'' and not " se affranchitP^ 
—11. 

What is the infinitive oi ouhlie? — 52. 

What is the infinitive oi savait? — 11 7. 

What is the singular of tous ? 

What is the infinitive ofjldnait^ — 47. 

In the phrase " les boulevards qui etaient,''^ what word could 
we substitute for qui? — 165, l73. 

What is the infinitive oi arretait? — 47. 



HuiTiEME comes from A?a7, eight (44), from the Latin octo, 
as can be seen in the derivative octobre, October. 

176. Quand comes from the Latin quando, when. It is 
used as an adverb and as a conjunction : as an adverb, it means 
when or ivhenever ; as a conjunction, it corresponds to though^ 
even^ though even, if even, and what though. 

FuT is the third person singular of the past tense definite of 
the irregular verb eti-e. The same person of the past tense of 
the subjunctive mood (seen in the 4th lesson) differs from it by 
having a circumflex accent placed over the u. 

177. Chez is a preposition, which comes from the Italian 
casa, house. It signifies at or in the house of. It also corres- 
ponds to home, as : " H va chez lui, he is going home ; II va 
CHEZ vous, he is going to your house ; II est chez lui, he is at 
home ; // est chez sa mere, he is at his mother's (house)." This 
preposition is also used in the sense of among, with or in, as : 
" Chez les Grecs, among or with the Greeks ; Les passions sont 
violentes chez lui, passions are violent in him or his passions are 
violent." 



EIGHTH LESSON. 95 

Cess A is the third person singular of the past tense definite 
of the verb cesser. 

178. The third person singular of the past tense definite of 
verbs ending in er in the infinitive mood is formed by changing 
this termination into a. 

ToTALEMENT comes from totale, the feminine of the adjectivo 
total, which is EngHsh as well as French (30, 31, 32). 

Etudier comes from etude, study, from the Latin studium^ 
tlie principal derivatives of which are : Etudiant, student ; and 
studieux, studious. 

Affranchit is the third person singular of the past tense 
definite oi affranchir. 

179. The third person singular of the past tense definite of 
verbs ending in ir in the infinitive mood is formed by changing 
tliis termination into it. The same person of the past tense of 
the subjunctive mood differs from it only by having a circum- 
flex accent placed over the ^, as in reunit. 

S'affranchir is called a pronominal or a reflective verb : pro- 
nominal, because it is conjugated with two pronouns of the same 
person, as: '■''Nous nous a^rancAmons, we free ourselves ; Vous 
vous affranchissez, you free yourselves ; 7/^' or Elles s'affran- 
chissent, they free themselves ;" — reflective, because the same per- 
son being at once the subject and object, the action he does is, 
as it were, reflected on himself. The former denomination seems 
now to prevail among French grammarians. 

180. A pronominal verb is. conjugated with two pronouns of 
the same person, both placed before it (except in the imperative 
mood), the first being the subject and the second the regimen. 
The corresponding pronouns for each person are : Je me (I, 
m.-) ; Tu te (thou, thee) ; II se, EUe se ; Nous nous ; 
Vous vous; lis se, EUes se. 

(JoNTUAiNTE is of tlic fcmininc gender (15). 

EuT is the third person singular of the past tense definite 
of the irregular verb avoir. The same person of the past 
ten.se of the subjunctive mood (seen in the 4tli lesson) 
difiers from it only by having a circumflex accent placed over 
the u. ^ 

Examples have now been seen of the third ])erson .singular of 



96 EIGHTH LESSON. 

the past tense definite, in the three regular forms of conjugation 
and the two auxiliary verbs, in the following phrases : 

"// cess A totalement d^etudier.''^ — 8th lesson. 

"/^ s^afranchiT de toute contrainteJ'' — 8th lesson. 

"Ze siicces ne repondii pas aux esperancesP — 6th lesson. 

" Quand il fut chez son jo^re." — 8th lesson. 

"// KUT hientdt oublie." — 8th lesson. 

BiENTOT is formed of bieii, well or very, and tdt, early, the 
latter word enters into the formation of several others, as: 
Aussitdt, as soon, immediately; plus tot, sooner ; plutdt, rather; 
si tdt, so soon ; tantdt, presently, by and by, etc. 

OuBLiE is the past participle of oublier (52), to forget. 

Le peu. The adverb peu is sometimes used as a substantive, 
as in the present lesson, in which case it is masculine. 

181. Those parts of speech which, without being substantives, 
are accidentally used as such, are masculine, as : Un etre, a 
being; le savoir, knowledge; lefaux, falsehood; Vutile, the use- 
ful ; un mais, a but. 

Savait is a form of the verb savoh% already mentioned. 

Jour has been mentioned in the second lesson as the radical 
of toujours. 

Flanait is a form of the wevh Jidner (47). This expression is 
familiar, but very often used. 

Rue is of the feminine gender (15). 

Boulevard comes from the German hollwerh (whence the 
English huhcark). It has no derivatives. 

Etaient is the third person plural of the imperfect tense of the 
verb etre. This verb is irregular, but not in the imperfect tense. 

Promenade comes from mener, to lead, from the Latin minare, 
to drive, or to lead. The principal derivatives of mener are : 
Amene?', to bring ; emmener, to take away ; promener, to lead 
about ; se promener, to walk, to take a walk, a ride, a drive, an 
airing, etc. 

182. Pro is a Latin preposition, meaning before, forth or 
forward, and for. In French it is an inseparable participle 
denoting progress, moving outwardly, lengthening, or diffusion : 
Promener strictly signifies to»lead forth. This particle exists in 
many words which are the same, or neai'ly the same, in both 



EIGinn LKSSON. 97 

lannfuages, as: Proccder, to proceed; irrocUima- ^ to proclaim; 
productif] productive ; projet, project. 

Favorite is the irregular feminine of the adjective /a z'o?-? (2), 
derived irovufaveur, favor, from the Latin /ai-or. The principal 
deriv^atives are: Favorable; favoriser^ to favor; defavorable^ un- 
favorable. 

Arretait is a form of the verb arreter (^T), derived from 
rester, to remain, from the Latin restare, to stop, to stay, to 
remain. The root may be traced still farther ; it is stare, to 
stand. The principal derivatives are : Arrestation, arrest ; arret^ 
sentence, judgment; arreter, to stop, to arrest, to fasten, to 
resolve; s'arreter, to stop, to pause; resie, rest, remainder; 
retif, restive, etc. 

SouvENT comes from the Latin subinde, successively, inces- 
santly. 

183. En is a preposition coming from the Greek sv or the 
Latin in. Its sense is the same with that of dans, already seen ; 
but these two prepositions cannot be used indiscriminately. See 
Syntax, 191, 192. 

Contemplation comes from temple, derived from the Latin 
templum, temple (originally an open place). The derivatives of 
TEMPLE are: Contempler, to behold, to contemplate; contemjola- 
t'ion, contemplation ; conternplatif, contemplative ; contemplateur, 
conteraplator, etc. 

MuETTE is the feminine of the adjective muet, dumb or mute. 

184. Adjectives ending in el, eil, et, ien, and on, form 
their feminine by doubling tlie final consonant, and adding e 
mute. 

185. The exceptions to this rule are: Complet ; concret, con- 
crete ; discret, discrete ; inquiet, uneasy ; rcpht, lusty, fat ; secret, 
secret; the feminine of which is complete, concrete, discrete, in- 
quiete, replete, and secrete. 

186. Devant comes from avant, derived from the Latin ah, 
iVom, and ante, before. It is a preposition denoting place and 
corresponding to before, in front of opposite to, ahead of It is 
also used as an adverb. The principal derivatives of avant 
are: En a i-an/, forward ; avancer, io advance; a ya wcemen <, ad- 
vanc^ent, etc 

5 



98 EIGHTH i/i:ssoiir. 

Belle is tlie feminine of the adjective hcl (184) or beau, whicli 
comes from the Latin hellus, handsome. Bel is employed only 
before a substantive beginning with a vowel or an h mute, as : 
Un BEL exem]}le^ Un bel lioinme. In any other case, beau is 
the proper word. Its principal derivatives are : Beaute, beauty ; 
emhellir, to embellish ; cmbeUissement, embellishment, etc. 

Boutique comes from the Greek a<7ro5ry3c>], repository. It is of 
the feminine gender (lo). 



SYNTAX. 

What is the difference between : 

Quand ilfut and Quand il etait ; 

It fidna^ and II fldnait ; 

II s'arreta, and II s'arretait ? — 134, 135.* 
"Why is it better to say, " Les boulevards qui etaient,'''' than 
"Zes boulevards lesquels etaienf'' ? — 173. 



Tl cessa ^etudier. 
Forcer k retirer, 
Faire entendre. 



The three verbs, cesser, forcer, and/azVc, are each of them fol- 
low^ed by another verb in the infinitive mood : the first with the 
preposition de ; the second with the preposition a ; the third 
"without a preposition. 

187. Some verbs govern other verbs in the infinitive mood, 
without a preposition. The following is a list of them : 



Aimer mieux, to like better, to prefer. 

AUer, to go, 

Com2)ter, to purpose, to intend. 

Croire, to believe. 

Daigner, to deign. 

Devoir, to be obliged; should, ought, 

must. 
Entendre, to hear. 



Eapkrer^ to hope — ^when not in the in- 
finitive mood ; but when in this mood, 
it requires 0.e after it 

Fdire, to make, to cause, to get. 

Falloir, must. 

Laisser, to let. TVlien this verb signifies 
to leave, it is followed by d or de. 

Oser, to dare. 



* See notes on page 17. 



EIGHTH LESSON. 



99 



Penser, to think, to believe, to trust. 
Poutoir, to be able ; can, may. 
Pt'eferer, to prefer. 
Pretendre, to mean, to intend. 
/S<ivoir, to know how to. 
Sembler, to seem. 
Sent it; to feel 
S'imaginer, to imagine. 



Sonfiaiter, to wish. 

Valoir tnieux, to be better. 

Venir, to come. This verb mav be fol- 
lowed by de, but the meaning is differ- 
ent; it is to have jiifd, as; II venait de 
parler, he had just spoken. 

Voir, to see. 

Youloir, to will, to wish, to want. 



188. Some verbs govern other verbs in the infinitive mood, 
with the preposition a. The following is a list of them : 



S' dbaisser, to stoop. 

Abotttir, to come out, to end. 

S'accordei; to agree, to coincide. 

S'achamer, to be infuriated, to be im- 
placable. 

S"tiguerrir, to inure one's self. 

Aider, to aid, to help. 

Aimer, to like, to be fond of. 

Animer, to animate, to incite. 

S'appliquer, to apply one's self. 

Apprt^idre, to learn, to teach. 

Appreter. to prepare. 

AxjArer, to asjiire, to aim. 

Attvignt'r, t<> as-ign. to summon. 

AH»ujettir, to subject 

S'attiicher, to apply one's self, to strive. 

S'att^ndre, to e.xpect. 

Attt»>riser, to authorize. 

Avoir, to have. 

Biilancer, to hesitate. 

Borner, to limit, to confine. 

Chtrcher, to try, to attempt. 

Se complnire, to take delight. 

Concourir, to concur. 

Condamner, to condemn. 

Conttentir, to consent 

Consint^r, to consist 

CoMpirer, to conspire, to concnr. 

Consumer, to consume, to waste. 

C'ontribuer, to contributa 

Convier, to Invite. Tbis verb is .some- 
limes followed by de. 

Cvuter, to cost "When this verb is used 
impersonally, it is followed by de. 

Ijiierminrr, to determine. 

Dij*fjOMer, to dispose, to prepare. 

Sfi dlMfrnxer, to prepare. 

'■'■■rtir, to divert one's self. 
r. to f^'ivc 

• , '"!/er, to employ, to use. 

'■'ricourager, to encourage. 

Kngnger, to engage, to invito. 

Knhardir, to embolden. 

Snsctgn^r, to teach. 



S* entendre, to be skilful, to be a judge, 
to know (liow to). 

SUtudier, to make it one's study. 

S" iTertuer, to exert one's self, to strive. 
This verb may be followed hj pour. 

Exceller, to excel. 

Exciter, to excite. 

S'exercer, to exercise one's self. 

Exhorter, to exhort 

Entreprendre, to undertake. 

S'ttonner, to wonder. 

Etre ttonne, to be astonished. 

Ei'iter, to avoid. 

Hiiir, to hate. 

Se hasarder, to venture. 

IIt*titer, to hesitate. 

Jnstruire, to instruct, to teach. 

Intcresser, to interest 

Inviter, to invite. 

Mettre, to put — when followed by a sub- 
stantive as a direct regimen. 

Se Ttiettre, to begin, to set about 

Montrer, to teach. 

S'ohstiner, to be obstinate. 

Soffrir, to offer, to propose one's self. 

Avoir peine, to be scarcely able, to be 
hardly able. 

Pencher, to incline, to be inclined. 

Penser, to think. 

Persttcrer, to persevere. 

Pemiiiter, to pe^6i^t 

SepUiire, to tjike delight 

Prendre plaisir, to find pleasure, to de- 
light 

Se plier, to bend, to bow, to comply. 

Preparer^ to prepare. 

Pritendre, to lay claim, to sue. When 
this verb signifies to mean, to intend, it 
governs the infinitive without a pnpo- 
sitjon. 

Provoqtier, to provoke. 

Bid aire, to reduce. 

Renoncer, to renounce 

Ripugner, to be repugnant 



100 



EIGHTH LESSOJq-. 



Se resigner, to be resigned. 

Resoudre, to resolve. 

Heussir, to succeed. 

Sert-ir, to serve. 

Sanger, to dream, to think, to mean, to 

purpose. 
Suffire, to suffice. This verb may govern 

pour, and, -when used impersonally, it 

governs de. 



Tarder, to defer, to delay. When u 
impersonally, it is followed by de i 
corresponds to the verb to long, 
II me tarde de le voir, I long to 
him. 

Tendre, to tend. 

Teyiir, to be anxious. 

Travailler, to work, to labor. 

Yiser, to aim. 



189. Some verbs govern other verbs in the infinitive mood, 
witli the preposition de. The following is a list of them : 



S'absUnir, to abstain. 

Accuser, to accuse. 

Achever, to complete, to finish. 

Affecter, to affect. 

Etre afflige, to be grieved. 

S'affliger, to grieve, to mourn. 

S'agir, to be in question, to bo the mat- 
ter, to be at stake. 

Eire hien aise, to be glad. 

AmMtionner, to be ambitious, to aspire. 

A])partenir, to pertain, to behoove, to be- 
come — when used impersonally. 

iS'applaudir, to applaud one's self. 

Appvehender, to be apprehensive, to fear. 

Avertir, to warn. 

S'aviser, to think^ to take it into one's 
head. 

Bldmer, to blame. 

B ruler, to burn. 

Cesser, to cease. 

Charger, to commission. 

Se charger, to undertake, to take charge. 

Choisir, to choose. 

Commander, to command. 

Conjuror, to conjure, to entreat. 

Conseiller, to advise. 

Se contenter, to be contented. 

Convonir, to agree, to be becoming. 

CorHger, to correct. 

Avoir coutume, to be in the habit. 

Craindre, to fear. 

Dedaigner, to disdain, to scorn. 

Dtfendre, to forbid. 

JJesacGOutumer, to disaccustom. 

Besesperer, to despair. 

Desir'er, to desire. The preposition de is 
often omitted after this verb. 

Se desoler, to be grieved. 

Bitester, to detest. The preposition d,6 
may be omitted. 

Se devoir, to owe it to one's self, 

Bifftrer, to defer, to delay. 

Bire, to tell, to bid. 



Bisaonvenir, to disown, to deny. 

Biscontinuer, to discontinue. 

Biiq^enser, to dispense, to exempt. 

Bisculper, to exculpate. 

Bissuader, to dissuade. 

Bouter, to doubt. 

Empccher, to prevent. 

Enrager, to be enraged. 

Entreprend re, to undertake. 

S'ltonner, to wonder. 

Etre ttomip, to be astonished. 

Eviter, to avoid. 

S'exciwie); to apologize. 

Feindre, to feign. 

Fcliciter, to congratulate. 

Se flatter, to flatter one's self. 

Frimir, to shudder. 

N' avoir garde, to beware, to forbear. . 

Se garder, to beware, to forbear. 

Gtmir, to moan, to lament. 

Se glorijier, to glory, to boast. 

Eendre grdce, to thank. 

Hasarder, to hazard, to risk. Observe 
that se hasarder requires the preposi- 
tion a. 

Se hater, to make haste. 

Avoir Jionte, to be ashamed. 

Imputer, to impute. 

S'indigne^\ to be indignant. 

S'ingirer, to intermeddle. 

Bispirer, to inspire. 

Jurer, to swear. 

Mfditer, to contemplate, to project. 

Se m'der, to concern one's self. 

Menacer, to threaten. 

Meriter, to deserve. 

Ktgliger, to neglect 

Nier, to deny. 

Ordonner, to order. 

OuNier, to forget. 

Pardonner, to forgiva 

Parler, to speak. 

Fermettre, to permit 



EIGHTH LESSON. 



101 



Perimader, to persnade. 

Avoir peur, to he afraid. 

Se piquer, to pride one's self. 

Se pUtindre, to complain. 

Se /aire un piai^ir, to esteem it a plea- 
sure, 

Prescrire, to prescribe. 

Fre>s»er, to press. 

Se pres«er, to hasten. 

Pre-^umer, to presume. 

Prier, to pray. 

Promettre, to promise. 

Proposer, to propose. 

Sf proposer, to purpose. 

ProUtter, to protest. 

l*unir, to punish. 

^ raif,a«ier, etre ransagii, to bo sated. 

i,7re rtic/, to be overjoyed. 

Jiebuter, to discourage. 

Recommander, to recommend- 

Jfffuter, to refuse. 

Regretter, to regret 

.4coir regret, to regret 

«§« rrjouir, to rejoice. 

5e repefitir, to repent 

Reproch^r, to re[»roach. 

Re $oudre, to resolve. When this verb is ' 
•ctire, it govorns </«; when pastive, it 
govenu d. 1 



Se ressoutenir, to remember. 

5«/v, to laagb- 

Ri«quer. to risk, to venture. 

Rougir, to redden, to blush, 

Seoir, to be becoming. This irregular 

verb is only used in the third i)erson. 
Avoir soin, to take care. 
Prendre soin, to take care. 
Sommer, to summon. 
Soufrir, to sufiFer. 
Souhaiter, to wish. The preposition 

may be suppressed. 
Soupronner, to suspect 
Se souvenir, to remember. 
Suffire, to suffice. It is only when used 

impersonally that this verb governs de. 
Suggtrer, to suggest 
Supplier, to beseech. 
Etre surpris, to be astonished. 
Tarder, when used impersonally and 

meaning to long, as : II me tarde de la 

voir, I long to see him. 
Prendre a tddic, to make it a point 
Tenter, to attempt, to endeavor, 
Etre tente, to be tempted. 
Trembler, to tremble. 
Se trouxer hien, to derive benefit 
Se trouver mal, to fare ilL 
Se ranter, to boast 



190. And, lastly, some verbs govern other verbs in the infini- 
tive mood, with the help of either a or de, according to their 
different acceptations, or according as the ear or taste of the 
speaker directs. The following list comprises these verbs : 



Aceoutum^r, to accustom — when used as 
an active or a pronominal verb, is fol- 
lowed by a ; when used as a neutral 
verb, meaning to he icont, is followed 
by de, as : II ttait accoutume d'aUer, 
he wafl wont to go. 

■ /nmencer, to begin — is followed by a 
much more frequently than by de. 
ntinuer, to continue — requires a when 
i' '*f>notes that a thing Is doing without 
- iptlon ; otherwiso it is usually Ibl- 
!y de. 
:.ndre, to constrain, 

1> fUr requires h wiien it means to chal- 
lenge, to provoke to a competition, and 
de when U means to »et at defiance^ to 
do something. 

rtrnumder, to demand, to ask. 
'fforcer,Xa strive— ia generally followod 
by d4 ; some writers nse it wi:h i. 



S'empres'ier, to be eager. 

Etre, to be — when joined to ce, is followed 
by d, if it denotes turn ; and by de, if 
it denotes right, duty, or attribution, 
as: Cent a votis k purler, it is your 
turn to speak; Cest au maltre de 
comm-ander, c'e«t au serviteur v'o- 
heir. It is for the master to command. 
It Is for the servant to obey. 

Forcer, to force, to compel. 

Lai«ser, to leave — when used in the sonso 
of transmitting, is followed by a ; wlun 
In the sense of ceaning or abstaining, 
by de. We have said already tliat, in 
the sense ot permitting (to let). It t'ov- 
erns the next verb without a prei»oai- 
tion (1S7). 

Jiang u^r, to fall, to escape, or to have 
like. — In the latter sense. It always 
takes de; in the former, it is sometimes 



102 



EIGHTH LESSON. 



followed by d, but more frequently 
by de. 

S^occ^iper — requires a when it means to 
occupy or to apply one's self; it is 
followed by de, when it means to tJiink 
of, to concern one's self, to take no- 
tice. 

Ohliger, to oblige. — "When used in the 
sense of to compel, it may be followed 
by a or de : if the verb is active, a is 
more in use ; if passive, de is generally 



preferred. When used in the sense of 
to do a sen-ice or a favor, de always 
precedes the infinitive. 

Tdcher, to endeavor. — After this verb, dc 
is more frequently used than a. 

Essayer, to try. — When this verb is pro- 
nominal {s'essayer), it requires «,- other- 
wise it may be followed by d or de. 

Venir — when meaning that a thing has 
just been done, is followed by de. En 
•venir, to come, to proceed, requires d. 



Dans les rues. 

En contemplation. 

Both the prepositions dans and en are expressed in English 
by the same word, in. 

191. Dans has a precise and determined sense. It is usually 
followed by an article, unless some other determinative comes 
after it, as ce, cette, un, une, etc. — En has a vague and indefinite 
sense, being very seldom followed by the article. II est en 
boutique signifies " He is a shopkeeper," and H est dans la 
boutique, " He is in the shop." 

192. En is moreover the only preposition that immediately 
precedes the present participle, as : JEn passant, en Jidnant, 
in passing, in lounging. 



II s'arretait SOUVent. 

193. The place of the adverb is variable in French as in 
English. The adverb often follows the verb, and sometimes 
precedes it. We may say, Souvent il s''arretait as well as 
U s^arretait souvent. But it would not be proper to say, II 
souvent s'^arrdtait, because the adverb must not be placed 
between the subject and the verb. 



EIGHTH LESSON. 



103 



LEXICOLOGY. 



"Words beginning with tlie prefix Pro are the same or nearly 
so in both lanofuaires : Ex. Promenade. See Obs. 182. 



ADDITIOXAL WO EDS.* 



Avantage^ 

Avantageux, 

Beau coup .^ 

Beau-Jils.^ 

Beau-frere., 

Beau-pere., 

BelU-fille, 

Belle-mere., 

Belle-seeur., 

Bclceder., 



Advantage. 

Advantageous. 

]\iuch, many. 

Son-in-law. 

Brother-in-law. 

Father-in-laAV. 

Daughter-in-law. 

Mother-in-law. 

Sister-in-law. 

Bolvidere. 



Cl-deumt., 

Contraindre., 

Badantage., 

Besavantage., 

Besavantageux., 

Betresse., 

Betroit., 

Bistrict., 

Octogone., 

Eemener, 



Above, formerly. 

To constrain. 

ilore. 

Disadvantage. 

Disadvantageous. 

Distress. 

Strait. 

District. 

Octagon. 

To take back. 



EXEECISES 

UPON" THE GRAMMATICAL OBSERVATIONS AND UPON THE RULES OF 
SYNTAX.** 

1. Model: Chez son p>ere. See Obs. 177. — He is at home — 
She was at home — They are in your house — lie is in our house 
— They were in her house — He was at the joiner's — She is at 
her mother's — They are in their father's house. 

2. Model: II cessa. See Obs. 178. — He stopped [him- 
self] — She gave — He grieved [himself] — She wished — He 
exercised — She examined — He studied — She forced — He forgot 
She thought — He passed — She pronounced — He looked — She 
went — He placed — She guided. 

3. Model: // affranchit. See Obs. 179.— He assailed— She 
ostablislied — He re-established — She united — He reunited. 

4. Mcxlel : II se desolalt — II h' affranchit. See Obs. 180. — 
He will correct himself — She corrects herself — We give our- 



Sco note ou pngo 11. 



** Seo notes on pages 12 ajid 87. 



104: EIGHTH LESSON. 

selves — "We are grieved (We grieve ourselves) — You exercise 
yourselves — You examine yourselves — They forced themselves. 

5. Model: Muette, feminine of muet. See Obs. 184. — (Form 
the feminine of the following adjectives) — Bon — Continuel — 
Gardien — Intellectuel — Maternel — Naturel — Universel — 
Violet. 

6. Model: Fair e entendre. Syntax, 187. — To go and see — 
To think one is [to be] — He heard you pronounce — We hope to 
see you — She makes you examine — lie thinks he is able [to be 
able] — She could pronounce — You can [know how to] unite — 
He could see us pass — She wanted [willed] to see you. 

7. Model: Forcer A reiirer. Syntax, 188. — He has learned 
to give — W^hat has he to say ? — She had a lesson to learn — We 
give you a lesson to learn — He 7nade it his study [studied him- 
self] to follow that example. 

8. Model : // cessa D^etudier. Syntax, 189. — She ceases to 
study — They ceased to look — He used to bid [to] his son follow 
him — He has undertaken to examine you — You have forgotten 
to answer. 

9. Models: Dans les rues — Ex contemjylation. Syntax, 191, 
192. — In this circumstance — To be in fault — To answer like a 
[in] child — To answer like a [in] man — In the day — In this les- 
son — In Latin — In Greek — In the Latin language — In the Greek 
language — In one month — Within a month [from this day) — 
He is at [in] school — He is in the school. 

10. Model: // s^arretait souvent. Syntax, 193. — We often 
stop [ourselves] — They soon assailed us — He will never correct 
himself — He soon ceased — He always gives — We never study — 
She generally loitered — He always forgets — We never forget — 
He never knew his lesson. 



4 



EIGHTH LESSON. 105 

PHRASES FOR COMPOSITION* 

TO BE TEAXSLATED IXTO FREXCH. 

1. He went to see bis mother, but sbe was not at home 
—17V. 

2. Is our fatber at borne ? — 1T7. 

3. You can study at home — 177. 

4. What bave you learned in bis bouse? — 177. 

5. His son was in tbe joiner's bouse — 177. 

6. We bave received bim into our bouse — 177. 

7. He is going to tbe joiner's — 177. 

8. Is be not at bis motber's ? — 177. 

9. Tbe poor boy gave us all [tbat wbicb] be bad — 178. 

10. He called [passed] tbe otber day, because be wisbed to 
see us — 178. 

11. Wben sbe bad learned tbe first lesson, sbe wisbed to 
know tbe second — 178. 

12. In one montb, be forgot all [tbat wbicb] be bad learned 
—178. 

13. We exercise ourselves in pronouncing — 180. 

14. You do not know how to free yourselves — 180. 

15. Tbe children placed themselves before us — 180. 
IG. You forget yourselves — 180. 

17. He [It] is a lazy being — 181. 

18. What is agreeable [Tbe agreeable] is good, but what is 
useful [the useful] is better — 181. 

19. Our father has a favorite proverb. 

20. His son is dumb, but his daughter is not [dumb] — 184. 

21. Our mother is good — 184. 

22. What a fine day ! 

23. She had a beautiful child. 

24. This child is beautiful. 

25. Our joiner has a fine bench. 

20. The little boy is going to examine tbe shop — 187. 

♦ See notes on pages 18 and 87. 

5* 



106 EIGHTH LESSON. 

27. They heard you pronounce — 187. 

28. She makes us pronounce — 187. 

29. He could study, but he was lazy — 187. 

30. She knew how to answer — 187. 

31. He wanted [willed] to learn, but he was unwilling [willed 
not] to study — 187. 

32. You have learned to pronounce — 188. 
S3. He has something to tell you — 188. 

34. AVhat has he to say ?— 188. 

35. He thinks of learning [the] French — 188. 

36. She ceased to grieve [herself] when she had her child 
with her— 189. 

37. He grieves [himself] to see that his son is a lazy fellow 
—189. 

38. AYill you tell him to stop [himself] ?— 189. 

39. You have forgotten to answer — 189. 

40. Was he not forced to answer? — 190. 

41. What have you learned in the lesson of to [this] day? 
—191. 

42. What has he learned in that school [pension] ? — 191. 

43. What has he learned at school? — 191. 

44. In ceasing to study, he forgot what [that which] he had 
learned— 192. 

45. We always think (^[to] you, and you never think of [to] 
us — 193. 



NINTH LESSON. 107 

NINTH LESSON.* 

FIEST DIVISION. PKACTICAL PAET. 

TEXT.** 
LITERAL TEANSLATIOir. 

II s'etesidait qMclqiieibig siiF msi l>aiac, 

extended (stretched) sometimes bench 

dang le jai'din des Tuileries, osi daias ccltii 

garden that 

du Ijiixesnl30ur§', et il s' y a§§oiipi§gait. 

there di'owsed 

II frequeifttail atissi les qiiais et les posits, 

frequented also quays bridges, 

et dcBiicurait de loii^iics Iieurcs, appuye 

dAvelled long hours leaned 

siir uii parapet, a re^ardci* i'eau coiiIer. 

parajjct look water iiow 

II appclait cela heic dowcc et inolle re- 
called that sweet soft rev- 

Tcrie, imc iionclialaiice poetiqiie. 

ery carelessness poetical. 



THE SAME IX GOOD EXGLISH. 

He would sometimes stretch himself on a bench, in the gar- 
den of the Tuilerics, or tlie Luxembourg, and there slumber. lie 
used also to frequent the quays and bridges, and would remain 
for hours together, leaning on a parapet, looking at the course 
of the water. He called that a gentle and soft rcvery, a poetical 
listlessnesa. 

♦ See notes on pages 15 and 50. ** See note on page 1. 



108 



NINTH LESSON. 



QUESTIONS AND ANSWERS FOE CONVERSATION.* 



Quelle est cette lepon ? 

Qiiand s'etendait-il sur iin banc ? 

Sur quoi s'etendait-il quelqne- 

fois? 
Oil etait le banc sur lequel il s'e- 

tendait ? 
"What would he sometimes do ? 
Comment y passait-il son temps ? 
Que frequentait-il aussi ? 
Combien de temps demeurait-il 

appuye sur mi parapet? 
Ou demeurait-il appuye ? 
Que regardait-il ? 
Comment appelait-il cela? 



O'est la nenvieme. 
Quelquefois. 
Sur un banc. 

Dans le jardin des Tuileries, ou 

dans celui du Luxembourg. 
II s'etendait sur un banc. 
II s'y assoupissait. 
Les quais et les ponts. 
II y demeurait de longues lieures. 

Sur un parapet. 
II regardait I'eau couler. 
Une douce et molle reverie, una 
nonchalance poetique. 



SENTENCES FOR ORAL TRANSLATION.** 



TO BE TUENED INTO ENGLISH. 

Ou demeurez-vous ? 

Nous demeurons sur le quai. 

Nous y avons une maison. 

Avez-vous un jardin? 

Nous avons un jardin, mais il est 

fort petit. 
La maison est-elle k vous ? 
Elle est k notre pere. 
Voulez-vous la voir ? 
Nous ne pouvons pas. 
Nous n'avons pas le temps. 
Quelle heure est-il ? 
II est huit heures. 
Comment appelez-vous ce jardin? 
C'est le jardin des Tuileries, 
O'est une bien belle promenade. 



TO BE TUENED INTO FEENOK. 

Where do you live ? 

"We live on the quay. 

We have a house there. 

Have you a garden ? 

We have a garden, but it is a 

very small one. 
Is the house yours ? 
It is our father's. 
Do you wish to see it ? 
We cannot. 
We have not time. 
What o'clock is it? 
It is eight o'clock. 
How do you call this garden ? 
It is the garden of the Tuileries. 
It is a beautiful place for a walk. 



See notes on page 2. 



■* See note on page 3. 



NINTH LESSON. 



109 



Quel est ce beau pont que nous 

voyons ? 
C'est le Pont-Eoyal. 
Desirez-vous vous arreter un 

peu? 
Si vous le voulez bien. 
Yoyez-vous ce monsieur appuye 

sur le parapet ? 
Comment s'appelle-t-il ? 
II s'appelle Alexis. 
Que fait-il ? 
II regarde Teau couler. 



^bat fine bridge is that we see ? 

It is the Pont-Royal. 

Do you wish to stop a little ? 

If you please. 

Do you see that gentleman lean- 
ing on the parapet ? 

What is his name ? " 

His name is Alexis. 

What is he doing ? 

He is looking at the course of the 
water. 



SECOND DIVISION. 



-THEOEETICAL PAET. 



ANALYTICAL STUDY 

OF THE GRAMMATICAL PECULIARITIES IX THE TEXT. 

Of what gender are banc, jardin, pont, qiiai, and parapet ? * 
—14. 

Of what gender are heure, reverie, and nonchalance? — 15. 

What does the letter s denote at the end of the words quais, 
ponts, and heures? — 29. 

In what tense are the verbs frequcntait, demeurait, and ap- 
pclait? — 4Y. 

What is the infinitive oi appuye? — 52. 

In what mood are recjardcr and couler? — 121. 

Why do we say "/'mw," and not "/a eau .^" — 11. 

^Vlly does not the adjective poetiquc take an additional e in 
tlie feminine ? — G. 



Sec notes on page 17. 



110 NINTH LESSON. 

Neuvi^me comes from neuf^ nine (44), derived from tlie Latia 
novem^ as can be seen in the derivative novembre, November. 

Etendait is the third person singular of the imperfect tense 
of {Hcndre, derived from tendre, to stretch, and to tend. 

194. The third person singular of the imperfect tense of verbs 
ending in re in the infinitive mood is formed by changing this 
termination into ait (4'7). 

QuELQUEFois is an adverb formed of two words already seen : 
quelques and fois. The 5, which marks the plural in quelqices, 
is dropped in this compound. 

Banc is the radical oibanque and hanqueroute, seen in the sixth 
lesson. 

Jardin comes from the German, garten, garden. It is mas- 
culine (14). 

TuiLERiES comes from tuile^ tile. The Palais des Tuileries 
is so called because it was built in a tile-field. 

Celui. See 100, in the fourth lesson. 

195. Y is sometimes an adverb and sometimes a pronoun. As 
an adverb, it corresponds to there or thither, and denotes a place. 

AssoupissAiT is the third person singular of the imperfect 
tense of the verb assoupir, coming from the Latin word soj^or, 
sleep, as can be seen in the derivative soporijique, soporific. 

196. § 1. — The third person singular of the imperfect tense of 
verbs ending in ir in the infinitive mood is formed by changing 
this termination into iss-ait. 

§ 2. — The syllable iss, incorporated into the terminations of 
several tenses and persons, chai-acterizes the conjugation of the 
verbs in ir, and forms the principal difference between these 
verbs and those in er (47). 

Examples have now been seen of the third person singular of 
the imperfect tense in the three regular forms of conjugation, 
and the two auxiliary verbs, in the following phrases : 

" II excrgAiT la profession de menuisiery — 2d lesson. 

" 77 s'y assoupuBSxn.'''' — 9th lesson. 

*'// s'etendMT sur un hancy — 9th lesson. 

"77 etAiT assez hon gar^on^ — 1st lesson. 

"77 ?i'avAiT qiCun seid default — 1st lesson. 

The verbs assaillir and obteni?', already seen, and the radical 



NINTH LESSON. Ill 

of the latter, tenir, are irregular, the third person singular of 
their imperfect tense being : 11, assaillait, U obfenait, II tenait, 
instead of: // a^ssaillissait, U obtenissait, II terdssait. 

Frequentait is a form of the verb frequenter (47), derived 
from the adjective/re^M^w/, frequent, from the hsilinfrequens. 

197. Aussi is an adverb derived from si, so, if, whether, 
from the Latin si, if, or sic, thus. Aussi corresponds to also, 
too, Ukeicise, so, and as ; with the last meaning, before adjec- 
tives and adverbs, it denotes equality, and requires que after the 
adjective or the adverb, as: -'Aussi bon que, as good as; aussi 
bien que, as well as." 

QcAi is a word of doubtful origin. Its only derivative is 
quayage, wharfage. 

Pont comes from the Latin pons, bridge. It signifies bridge 
and deck. 

DzMEUitAiT is a form (47) of the verb demeurer, coming from 
the Latin deraorari, to stay, to remain. This verb is frequently 
used in the sense of to dwell, to live, to reside. 

LoxGUE is the irregular feminine (2) of the adjective long, 
coming from the Latin longus. Its principal derivatives are : 
Allonger, to lengthen ; longitude, longitude ; long-temj^s, long 
time; longueur, length; oblong, oblong; prolonger, to pro- 
long, etc. 

IIeure comes from the Latin hora, hour. It is feminine (15). 

Appuy6 is a form (52) of the verb appuyer, coming from the 
substantive appui, support, prop, derived from the Latin podiura, 
support, rail. 

Parapet comes from the Italian parapetto, having the same 
meaning, and formed of parare, to guard, and petto, breast ; its 
literal meaning is therefore (a wall) guarding the breast, or 
breast high. 

Regarder has been mentioned in the seventh lesson. 

Eau is feminine, and is therefore an exception (14). It comes 
from the Latin aqua, as can be seen in the d^T\\Vii\w^9> Aquarelle, 
water-color; a^rwa-^/n/a, aquatintii ; a^ua/Z^M^, aquatic ; aqueduc, 
aqueduct, etc. 

CouLER is a verb in the infinitive mood (121). 

Appelait is a form (47) of the verb apjyelcr, to call. The 



112 NINTH LESSON. 

principal derivatives of this word are : Appel, call, appeal ; rap- 
pel, recall, drums beating to arms ; and rappeler, to call again, 
to call back, to remind, to remember. 

198. Cela, formed of ce and /d, that there, is a demonstrative 
pronoun corresponding* to that^ and sometimes to this and to it. 
It refers to things only. It has no feminine and no plural, in 
which it differs from cclui and celle (100). In familiar language, 
chiefly in conversation, it is contracted into pa. 

Douce is the irregular feminine of doux (2), which signifies 
niild^ siveet, or gentle, and comes from the Latin dulcis. Its 
principal derivatives are : Doucement, sweetly, softly, gently, 
slowly ; douceur, mildness, sweetness, gentleness ; and adoucir, 
to soften, to smooth, sweeten, relieve, etc. 

MoLLE is the irregular feminine of the adjective wou (2), soft, 
mellow, slack, which was formerly spelled mol, from the Latin 
mollis, soft. This old form is still used, in poetical language, 
before a substantive beginning with a vowel, as : " Le mol edre- 
don, the soft eider-down." 

RliivERiE is derived from rtve, dream, or rever, to dream. It 
is often used in English. 

199. The termination ie is common to substantives, about 
four hundred of which end in English in y, without any or 
scarcely any other difference of spelling, as : Maladie, malady ; 
anarchie, anarchy; astrologie, ^i^ixologj ', batterie, h2^iiQYj \ bro- 
derie, broidery, embroidery ; cavalerie, cavalry ; coquetterie, co- 
quetry ; flatterie, flattery. 

Nonchalance comes from the old verb chaloir, to care, to be 
concerned, now out of use. 

PofiTiQUE comes from poeme, derived from the Greek rn'olriixa, 
poem, the principal derivatives of which are : Poesie, poetry ; 
poete, poet, etc. 

200. The termination ique is found in a great number of 
words, some of which are substantives, but the greater part ad- 
jectives. Most of these words are nearly the same in both lan- 
guages, and differ only by the termination, which in English is 
ic for the substantives, and ic or ical for the adjectives, as : Mu- 
sique, music; logique, logic; comique, comic or comical; tra- 
gique, tragic or tragical ; historique, historic or historical. 



XIXTH LESSON. 113 



SYNTAX. 

Why sliould we not say, "77 s'etexdit quelquefois'' rather 
than "// s'etejjdait quelquefois ?* — 134, 135, 186, 137. 

Why is it not coiTect to say, "En lejardtn des Tuileries P^ — 
191, 192. 

"Why should we not say, "// etendait se," instead of "77 
s'etendait ? "—43. 

Why should we not* say, "// aussi freqiientait P^ — 193. 

Why should we not say, " Des longues heures ? " — 103. 



n s'y assoupissait. 
201. Y, whether used as an adverb or as a pronoun, precedes 
the verb in all the moods, except the imperative. 



Les quais 6'^ les ponts. 
202. The article must be repeated before each substantive. 



II etait a regarder. 
lie was looking. 

It has been seen (85) that the present participle is not com- 
monly used in French to indicate that an action is, or was, or 
will be, taking place; consequently, .^e is giving is generally 
rendered by // donne, 

203. The foregoing example shows, however, that there is a 
way of attaining the same precision as in English, when neces- 
sary, the English participle being rendered by the infinitive, 
with the preposition a. Thus, we can translate " He is 8tudi/i?ig" 
by"// est a (tudier ;'*'' "/Te was lounging'''' by "// etait a 
JlAnerr 



* Sco notes on page 17. 



lU 



NINTH LESSON. 



LEXICOLOGY. 

About 400 substantives ending with y in English change y 
into ie in French. Ex. Reveiy, reverie. See Obs. 199. 

A great number of words ending with ic or ical in English 
becorae French by changing these terminations to iguc. Ex. 
Poetic or i:)Qei\csd, poetiqiie. See Obs. 200. 



ADDITIONAL WORDS* 



Amadou^ 

Attendre, 

Content^ 

Contentement^ 

Contentei\ 

Eau de Cologne^ 

Eau-de-vie^ 

Epelci\ 

Etendardy 

Horloge^ 



Tinder. 

To wait, expect. 

Contented. 

Content. 

To content. 

Cologne water. 

Brandy. 

To spell. 

Standard. 

Clock. 



HorJoger^ 

Jardiner^ 

Jardinier^ 

Mecontent^ 

Moelle^ 

Ponton^ 

Prctendanty 

Prctendre^ 

Tendance^ 

Tente, 



"Watchmaker. 

To garden. 

Gardener. 

Discontented. 

Marrow, pith. 

Pontoon. 

Pretender. 

To pretend. 

Tendency. 

Tent. 



EXEECISES 

upo:n' the gea^imatical obseryatioxs axd upon the eules of 

SYNTAX.** 

1. Model: II etendait. See Obs. 194. — He heard — He an- 
swered — He suspended — He followed — He pursued — He put. 

2. Model: II s'assoupissait. See Obs. 196. — He freed him- 
self — He reunited — He established — He re-established — He 
united. 

3. Model: Reverie. See Obs. 199. — (Translate into English.) 
Geographie — Lithographie — Philosophie — Antipathie — Sym- 
pathie — Infamie — Economie — Anatomie — Astronomie — Tyran- 
nie — Symphonie — Harmonie — PJdlantliropie — Misanthropie — • 
Galerie — Draperie — Theorie — Idolatrie — Industrie — Dynastie. 



* See note on page 11. 



See note on page 12. 



NINTH LES50X. 115 

4. Model: Foeilque. See Obs. 200. — Cuhique — Sjyasmo- 
dique — Pacijique — Specifique — Logique — Repuhlique — Catho- 
lique — Panique — Botanique — Laconique — Tonique — Heroique 
— Classique — Fanatique — Pathetique — Athletique — Critique. 

5. Model : II 6-'y assoupissait. Syntax, 201.^ — He is there — 
She was there — He has learned something there — She stopped 
there — The water flows there — We live (dwell) there — His chil- 
dren made a fortune there — He forgot there what (that which) 
he k*new — We pass our time there — She was reo«ived there. 

6. Model: Les quais et les ponts. Syntax, 202.— ^The house 
and shop — The hand and elbow — Fortune and grandeur — Greek 
and Latin — The father and mother — The days and hours — The 
saw and plane. 

v. Model : // etait a regardcr. Syntax, 203. — He is ex- 
amining — She is studying — They (masc.) were guiding — They 
(fem.) were learning. 



PHRASES FOE COMPOSITIOIT* 

TO BE TKANSLATED INTO FliEXCII, 

1. He wishes to stretch liimself on a bench — 189. 

2. He will pass some hours with us — 74. 

3. On which bench is his father ? — On that which is at the 
end of the garden — 100. 

4. He heard us, but he did not answer us — 194. 

5. The little boy followed his father, when his mother told 
[itto]^'* him— 194, 47,175. 

6. The joiner would sometimes assemble [reunite] all his 
workmen in the garden — 196. 

7. That lazy fellow used to free himself from all constraint 
— 190. 

8. Ilis father used to obtain more by his example than by 
his exhortations. 

* See not© on page 13. ** See note on poge 87. 



116 NINTH LESSON. 

9. This bridge is very long — 19. 

10. This street is very long — 19. 

11. Is that water good? — 19. 

12. Why does he look at that?— 198. 

13. Do you know that?— 198. 

14. Their father is a very mild man. 

15. Flattery is sweet, but it is dangerous — 141. 

16. He is making a fortune by his industry — 199. 
IV. She hasjearned arithmetic — 200. 

18. His mother gives lessons of music — 200. 

19. The second division of our lesson is analytical — 200. 

20. He wishes to see Paris, and he is going thither — 201. 

21. You see that house? We live [dwell] there— 201. 

22. He stopped in the garden, and there [he] stretched him- 
self on a bench — 201. 

23. The boulevards are his favorite walk; he lounges there 
^\%Y^ day — 201. 

24. The father and mother lived [dwelled] with their chil- 
dren-^202. 

25. The streets and public gardens were his favorite walks 
—202. 

26. He has forgotten the day and hour — 202. 

21. He was studying Greek and Latin — 202, 203. 

28. He is lounging in the garden — 203. 

29. They were studying their lessons in the shop — 203. 



TENTH LESSON. 117 



TENTH LESSON.* 

FIKST DIVISIOX. PRACTICAL PAKT. 

TEXT.**' 
LITERAL TRANSLATION. 

Dixi^me le^on. 

Tenth 

J^a plupart des paresseiix pr^tenclent 

most part ^ pretend 

ctre poetcs ou artistes ; toeaiicoup cl'entre 

to be poets or artists many between 

ciix iinissciit iiieiiic par sc persuader 

them finish even to themselves to persuade 

qii'ils Ic soiit. ]\oiis ne voulons pas dire 

they will to say 

que tous les poetes soieiit des paresseux. 

be 

A Dieu * ne plaise que nous ayons une 

(j!od l)lea.sc have 

pareilie pens^e ! L<a justice veut ^\\^ 

like thought justice wills 

nous rendions honinia^e au ^(;nie reel. 

render homage genius real 

♦ As it is desirable to limit the time to be spent in the review indicated 
in note * on page 15 to a quarter of an hour at the utmost, it would be per- 
haps well now, in addition to the modification already »U(,'gestcd in note * 
on page 50, to cea.so, by degrees, to rehearse the first lessons, the text of 
which, by this time, may be supposed to have been thoroughly mastered- 
This observation, however, is not intended to recommend a total neglect of 
them, but rather a sj-stematical omii^sion of a portion, in the following 
order, leaving out to begin with the first three, then the 2d, 3d, 4th, and 
so on. 

•* The exercises pointed out in note *on pngo 1 contiiuie as important as 
over, and ahould bo faithfully attended to. The writing portion of thciii, 
though, could now be entirely prepared ot home. 



lis 



TENTH LESSON. 



admire 



ce qtft'il y a de 

there is 



siibliiiftc et de towcliant daiiis les 

* sublime touching 

duction^ de I'art et de la poesie. 

ductions art poetry. 



pro- 

pro- 



TITi: SAME IN GOOD ENGLISH. 

Most idlers pretend that they are either poets or artists ; and 
many of them persuade themselves in the end that they are so. 
We do not mean to say that all poets are idlers. God forbid 
that we should entertain such a thought. It is but just to pay 
homao'e to real Venius ; and we admire all that is sublime and 
affecting in the productions of art and poetry. 



QUESTIONS AND ANSWERS FOR CONVERSATION.* 

C'est la dixi6me. 



Quelle est cette le^on ? 

Quels sont les hommes qui pre- 

tendcnt etre poetes ou artistes ? 
Que pretendent la plupart des 

paresseux ? 
Sont-ils persuades qu'ils sont 

poetes ou artistes ? 
Qu'est-ce que nous ne voulons 

pas dire ? 
Pcnsez-vous que tous les poetes 

soient des paresseux ? 
A quoi rendons-nous hommage? 
Pourquoi lui rendons-nous hom- 
mage ? 
Que rendons-nous au genie reel ? 
Dans quelles productions y a-t-il 

quelque chose de sublime et de 

touchant ? 



La plupart des paresseux. 

lis pretendent ^tre poetes ou 

artistes, 
Beaucoup d'entrc eux finissent 

par se persuader quUls le sont. 
Que tous les poetes soient des 

paresseux, 
A Dieu ne plaise que nous ayons 

une pareille pensee ! 
Au genie reel. 
Parce que la justice le veut. 

Nous lui rendons hommage. 
Dans les productions de I'art et 
de la poesie. 



* See notes on page 2, For the sake of making the questions in French, 
without ushig any other words than those known to the student, the pre- 
ceptor is identified with the author ; and the sentiments of the latter are 
regarded as received axioms. 



TENTH LESSOi^. 



119 



Qu'y a-t-il dans les productions 

de I'art et de la poesie ? 
Qu'est-ce que nous admirons ? 



II y a quelque chose de sublime 
et de touchant. 

Ce qu'il y a de sublime et de 
touchant dans les productions 
de I'art et de la poesie. 



SENTENCES FOR ORAL TRANSLATION.* 



TO BE TUEXED INTO ENGLISH. 

Que regardez-vous ? 

Nous regardons ce monument. 



N'est-ce pas qu'il est admirable ? 
Sans doute. Mais 11 a des de- 

fauts. 
L'avez-vous bien examine ? 
Pourquoi cette question ? 
Parce que les premiers artistes 

pretendent qu'il est sans de- 

faut. 
Ce n'est pas notre opinion. 
Vons ne rendez pas justice au 

genie. 
Nous ne jKjsscdons pas beaucoup 

de monuments pareils. 
Nous ne savons que repondre. 
Vous nous avez persuades. 
Vous r(' pondez ii-oniquement. 
A Dieu ne plaise ! 
Ou sont les enfants? 
lis sont dans le jardin. 
Pourquoi ne les appelez-vous pas ? 
Parco qu'ils sont fort bien dans 

le jardin. 
C'est vrai. 
Vous avez raison. 
Youlez-vous entendre de la poe- 
sie? 
Si vous le voulez bien. 



TO BE TUENED INTO FRENCH. 

What are you looking at ? 

We are looking at that monu- 
ment. 

Is it not admirable ? 

Undoubtedly. But there are 
some imperfections in it. 

Have you examined it well ? 

Wherefore this question? 

Because the first artists maintain 
it is perfect. 

It is not our opinion. 

You do not do justice to genius. 

We do not possess many monu- 
ments like this. 

We know not what to answer. 

You have persuaded us. 

You answer ironically. 

God forbid ! 

Where are the children ? 

They are in the garden. 

Why don't you call them ? 

Because they are very well in the 
garden. 

It is true. 

You are right. 

Do you wish to hear some poetry ? 

If you please. 



Sec noto on page 8. 



120 TENTH LESSON. 



Quelle toucbaute description ! 
Quelles belles peiisees ! 
Ce poete est sublime. 
O'est un lionime de genie. 



Wbat an affecting description ! 
What beautiful thoughts ! 
This poet is sublime. 
He is a man of genius. 



SECOND DIVISION. TIIEOEETICAL PART. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIARITIES IN THE TEXT. 

Of what p'ender are Dleu and art? ^ — 14. 

o 

Of what gender are pensee and poesie ? — 15. 

Of what gender injustice? — 21. 

Of what gender is j^^'oduction ? — 99. 

Why do we say cfentre, and not de entre? — 11. 

In what mood is 27e?'suadei' ? — 121. 

What does au stand for? — 55. 

What is the feminine oiparesseux? — 142. 

What is the feminine of touchant ? — 2. 

AVhat is the feminine oi sublime? — 6. 



DixiEME comes from dix^ ten (44), from the Latin decern, as 
can be seen in the derivative decemhre, December. 

204. Plupart is formed of two words : plus, more, most, 
already seen, and part, part, from the Latin pars. It is femi- 
nine, and always preceded by the article la. According to its 
formation, la plupart signifies the most part, the greatest or 
the major part, the generality. It is called a partitive collec- 
tive. See Syntax, Nos. 220, 221, 222. 

205. There are two sorts of collective words : the general and 
the partitive. The general collective words are those which 

* See notes on page 17. 



TENTH LESSON. 121 

denote the whole of the j^ersons or things spoken of, as : the 
army^ the multitude, the people, the crowd. The partitive collec- 
tive words designate but a part or an undetermined number of 
the persons or things mentioned, as : the major part, a mmiher, 
a species, a sort. Among the latter are included the adverbs of 
quantity, as : Peu, few ; beaucoup, many ; assez, enough ; moins, 
less ; ptlus, more, etc. 

206. The same word may be generally or partially collective, 
according as it is used, as : " Le nomhre de ses enfants, the num- 
ber of his children ; Un grand nomhre d'enfants, a great number 
of children," or " many children." AVhen a collective substantive 
is preceded by iin or une, it is commonly partitiv^e. 

Pretexdent is the third person plural of the present tense of 
the indicative mood of the verb pretendre, derived from tendre, 
already mentioned. 

207. The third person plural of the present tense of the in- 
dicative mood of verbs ending in re in the infinitive is formed 
by changing this termination into ent. These last three letters 
are mute. 

208. Pre, from the Latin proe, before, is, in French, an in- 
separable particle, generally denoting priority or superiority. 
Many of the derivatives in which it is found are nearly the same 
in French and in English, as : Preambule, preamble ; precau- 
tion, precaution ; predominer, to predominate ; prcferer, to pre- 
fer. Sometimes it corresponds to the English prefix fore, as : 
Pri'voir, to foresee ; predire, to foretell. 

In pretendre, pre has the sense of forward or forth, and this 
verb signifies literally to stretch forth, to hold out. It has two 
acceptations in French : firstly, to lay claim, to aspire ; secondly, 
to mean, to intend, to maintain, to contend. With the latter 
meaning it governs the infinitive without a preposition; with 
the former, it requires the preposition d (187, 188). 

Etre has been mentioned in the fifth lesson. 

PoETE, mentioned in the ninth lesson, is masculine, notwith- 
standing its termination (15), even when it refers to a woman. 

Ou is a conjunction corresponding to or, either, or else. It 
differs from the adverb oil, where, in not having an accent over 
the u. The pronunciation of both words is the same. 

6 



122 TENTH LESSON. 

Artiste is derived from art^ from the Latin ors, artis, art. It 
is masculine or feminine according- as it is used in speaking of a 
man or of a woman. The principal derivatives of art are : Ar- 
tijlce^ RYtiO-ce, art, contrivance; aytijiciel, artificial ; artificieux, 
artful ; artisan^ artisan, mechanic ; artistique, artist-like, etc. 

209. The termination iste is found in many words which are 
the same in both languages, except that the e mute, used in 
French, is suppressed in English, as : Sophiste, joiimaUste, mora- 
liste, naturaliste, fatalisie, royoliste, fabuUstc, oculiate. This 
termination generally denotes a member of a sect or of a corpo- 
ration, whether literary, religious, or political ; or one given to 
some intellectual or mechanical occupation, expressed by the 
radical. 

Beaucoup is an adverb of quantity, corresponding to much 
and many^ and is used either in the singular or the plural. 

210. Entre, from the Latin inter, between, is a preposition 
corresponding to between, betwixt, among, and amongst. The 
ehsion of the final e in this word is authorized only in com- 
pounds, such as : Entr^acte, interval between the acts ; s'entr'ai- 
der, to help one another. It would be improper to write entreux, 
as entre and eux do not form a compound word. 

211. 3E]Iux is a personal pronoun, generally corresponding to 
them and sometimes to they. It is masculine and plural. 

FiNissENT is the third person plural of the present tense of the 
indicative mood of the verb Jlnir, to finish, derived from Jin, end, 
from the Latin finis. The principal derivatives of fin are : 
AJin, in order, to the end ; enfin, finally, at last, in fine ; dejini, 
definite; definir, to define; indefini, indefinite; infini, m^mie', 
and a number of others which will be found explained amongst 
the words alike or nearly so in both languages, as : Affinite, 
affinity ; injinitif, infinitive ; definition, etc., etc. 

212. The third person plural of the present tense of the indic- 
ative mood of verbs ending in ir in the infinitive is formed by 
changing this termination into isseilt (196, § 2). 

Meme, seen in the fourth lesson as an adjective, is an adverb 
in this lesson (101). 

Se, in this lesson, signifies to themselves (65). 

Persuader comes from the Latin persuadere, to persuade, 



TENTH LESSON. 123 

from suadere, to advise. Its derivatives are : Permasif] per- 
suasive ; dissuader, to dissuade ; dissuasion, persuasion, etc. 

213. Per is a Latin preposition, signifying by, for, on, or 
through. It is used in French as an inseparable particle,' gen- 
erally meaning thoroughly or coinpletely ; persuader is literally 
to advise thoroughly, or beyond the possibility of a doubt. It is 
often altered into par, and forms derivatives, many of which 
are nearly the same in French as in English, as : Perccvoir, to 
perceive ; perforer, to perforate ; parfumer, to perfume ; per- 
secuter, to persecute; parfait^ perfect; perfection. 

Ils is the plural of il, seen in the third lesson (64). 

VouLONS is the first person plural of the present tense of the 
indicative mood of the irregular verb vouloir, seen in the fourth 
lesson. 

Dire is the infinitive of dit and disait, seen in the first and 
third lessons. It is an irregular verb. 

SoiEXT is the third person plural of the present tense of the 
subjunctive mood of etre. 

DiEu comes from the Latin Deus, God. Its derivative adieu 
is often used in English. 

Plaise is the third person singular of the present tense of the 
subjunctive mood of the irregular verb plaire, coming from the 
Latin placere, to please, the principal derivatives of which are: 
Dtplaire, to displease; pdaisir, pleasure; deplaisir, displeasure; 
plaisant, comical ; plaisanterie, pleasantry, jest, joke ; complai- 
sance, complaisant, etc. 

A DiEC NE PLAISE IS a galHcism, signifying literally Let it not 
jjlcuse God, and corresponding to God forbid. 

Ayons is the first person plural of the present tense of the 
Bubjunctive mood of avoir. 

Paheille is the feminine of 2xircil, formed by doubling the 
final consonant and adding e mute, on account of its termination 
eil (184). The derivative nonjjareil, unequalled, is often used in 
English. 

pExsfcE is derived from the verb penser, to tliink, seen in the 
lii>t lesson. 

Justice is derived from the adjective jnste, just, coming from 
uie Latin ^*M*/«*. It is feniininr-, n<)twithstan<liiig its tt-rniination 



124: TENTH LESSON. 

ice (21). The principal derivatives of juste are: Ajuste- 
ment, adjustment ; ajuster, to adjust ; injuste, unjust ; justesse, 
justness; justijier, to justify; and a number of other words 
which will be found explained amongst the w^ords aHke or nearly 
so in both languages, as : Injustice, justification^ justificatif^ jus- 
tificative, etc., etc. 

Veut is the third person singular of the present tense of the 
indicative mood of the irregular verb vouloir, seen in the fourth 
lesson. 

Rendions is the first person plural of the present tense of the 
subjunctive mood of the verb rendre, coming from the Latin 
reddere. Its derivative rendez-vous is often used in English. 

214. The first person plural of the present tense of the sub- 
junctive mood of verbs ending in re in the infinitive is formed 
by changing this termination into ions. 

HoMMAGE is derived from honime, seen in the second lesson. 
It is masculine. 

215. The termination age enters into the formation of nu- 
merous substantives, many of which are the same, or nearly 
the same, in both languages, as : Courage, equipage, outrage, 
jmtronage, presage, village, avantage, advantage ; dommage, 
damage ; langage, language. The substantives in age are 
masculine. 

216. The exceptions to the foregoing rule are: Ambages, cir- 
cumlocutions in speech; cage, cage ; image, image; nage, swim- 
ming ; 2^^9^^ P^g® {^^ ^ book) ; plage, beach ; cind rage, rage, 
madness, hydrophobia; which are feminine. 

Genie comes from the Latin genius. It is masculine, and 
therefore is an exception (15). Its principal derivatives are: 
Ingenieux, ingenious ; ingenu, ingenuous ; ingenuite, ingenuous- 
ness, etc. 

Reel comes from the Latin realis, real, derived from res, 
thing. Its principal derivatives are : Realiser, to realize ; reali- 
sation, realisable, realite, reality ; reellement, really, etc. 

217. There are about 90 adjectives ending in el in French 
and in al in English, with scarcely any other difference than 
the change of a into e, as : Reel, real ; accidentel, accidental ; 
annuel, annual ; continuel, continual ; cternel, eternal ; addi- 



TENTH LESSON. 126 

tionnel, additional ; conditionnel, conditional ; ponctuel, punc- 
tual (30). 

Admiroxs is the first person plural of the present tense of the 
indicative mood of admire)' (28), -which is derived from mirer^ 
to look, to have in view, from the Latin mirari, to stare. The 
principal derivatives of mirei' are : Admirable, ad?niration, ad- 
mirateur, admirer ; miroir, mirror, looking-glass, etc. 
. 218. II y a is the present tense of the indicative mood 
of the impersonal verb y avoir, there to be. II y a signifies 
there is or there are ; il y avait, there was or there were. 
Throughout the whole conjugation, the verb avoir is used in- 
stead of the verb etre, and is preceded by il y. In interroga- 
tions, y remains before the verb and il is placed after it, as : Y 
a-til, is there or are there; y avait-il, was there or were there. 

Sublime comes from the Latin sublimis. It is the same in 
buth languages. 

ToucHAXT is derived from the verb toucher, to touch, from 
the Italian toccare, 

219. The termination ant, already seen as that of the pres- 
ent participle (115), serves to form a great number of adjectives, 
called verbal adjectives. In other words, the present participle 
is often used as an adjective, in French as well as in English. 

PiiODUCTiox is derived from duire (182), mentioned in the 
fourth lesson. 

PofisiE has been mentioned in the ninth lesson. 



SYNTAX. 

AVTiy do wo say " Se persuader," and not " Persuader se ? " * 
—4.3. 

Why do we say " Nous ne voulons pas," and not " Nous 
vonlons ne pas ? " — 38. 

Why do we say " Tcus les poStes, la justice veut, hommage 

♦ Sec notes on page 17. 



126 TENTH LESSON. 

Au genie^ i!art^ la poesie^^^ and not " Tous poetes, justice veut, 
hommage a genie, ai-t, poesie? " — 35. 

Why is rendre in the subjunctive mood in the phrase " La 
justice vent que nous rendions .^" — 81. 



La plupart des paresseux pretendent. 

Beaucoup de paresseux finissent. 

Beaucoup d'entre eux finissent. 

The verbs pretendent and finissent agree with the substantive 
paresseux^ which is in the plural number. 

220. When a partitive collective noun, as la plupart (204, 
205), or an adverb of quantity, as beaucoup (205), is followed 
by de and a substantive, the verb, adjective, participle, and pro- 
noun agree with the latter substantive or with the pronoun 
which supplies its place, as in " Beaucoup d^entre eux finissent.''^ 



Beaucoup de paresseux. 

Un grand nomhre de paresseux. 

La plupart des paresseux. 

221. After an adverb of quantity or a partitive collective 
noun, the preposition de is commonly used ivithout the article, 
unless the next substantive be determined by some incidental 
clause. But la plupart is an exception, and requires the 
compound article after it. 



La plupart pretendent. 

222. La plupart is sometimes employed elliptically with- 
out a substantive after it. In this case, the following verb is 
always in the plural number, agreeing with a plural subject un- 
derstood. 

Beaucoup) d'entre eux. 

223. Some prepositions may govern others. De sometimes 
governs apres^ after ; avec, with ; en^ in ; entre, between ; chez^ 
in the house of ; par, by ; pres, aupres, near. 



TENTH LESSON. 127 

Ila finissent par se persuader cfi'ds le sont (i. e., qiCih sonl 
poetes oil artistes). 

224. The pronoun le may represent either a substantive, or 
an adjective, or a verb, or a preposition. In the first case only 
it is variable, and takes the gender and number of the substan- 
tive which it represents : it then becomes la in the feminine and 
les in the plural of both genders (27). In the othfr cases, and 
particularly when it represents an adjective, or even a substan- 
tive used adjectively, as 2^oetes and artistes in the above ex- 
ample, it is invariable. To these questions : Istly, Are they 
poets ? 2dly, Are they the poets that we know / we should, in 
consequence, answer: Istly, lis le sont ; 2dly, lis les sont. 



Nous ne voulons pas dire qiCils soient. 

225. When a verb is subjoined to a negative or an interroga- 
tive preposition, the subjunctive mood is generally required, un- 
less this subjoined verb expresses a positive, incontestable fact. 
Thus : '' Nous ne voulons pas dire quails soiext paresseux,'^ sig- 
nifies, We do not mean to say that they are idle (they may be 
so or not) ; and " Nous ne voulons pa^ dire quils sont pa- 
resseux,''^ implies that We know they are idle, but We will not 
say that they are so. 



La justice veut que nous rendions. 

226. The present tense of the subjunctive mood is employed 
after the present tense of the indicative. 



Nous rendons hommage. 

It has been said (35) that, with iavf exceptions, the substan- 
tive must be preceded by the article. The above phrase pre- 
sents one of these exceptions. 

227. The article is not u^ed when substantives are co/nbined 
with certain verbs, as avoir, faire, rendre, entendre, and a few- 
more, with which they express a single idea, as : Avoir peur, to 
have fear, to be afraid ; faire malj to do harm, to hurt ; rendre 



128 



TENTH LESSON. 



hommage, to do homage, to reverence ; entendre raison, to hear 
reason, to be sensible. 



Aicssi admirons-nous. 
Aussi nous admirons. 

228. A personal pronoun, used as a subject, generally pre- 
cedes the ^erb. It may follow it, however, after the words 
aussiy also ; peut-etr'e, perhaps ; encore, yet, still ; toujours, still ; 
en vain, in vain ; dii moms, ate moins, at least. 



LEXICOLOGY. 

Many words beginning with pre or per are the same or 
nearly the same in French and in English. Ex. Pretendre, to 
-^vetendi, persuader, to persuade, etc. See Obs. 208 and 213. 

The termination iste is found in a great number of substan- 
tives and adjectives which are alike in both languages, except 
that the final e mute used in French is suppressed in English. 
Ex. Artiste, artist. See Obs. 209. 

A number of substantives ending with age are alike or nearly 
so in both languages. Ex. Hommage, homage, courage, cour- 
age, etc. See Obs. 215. 

About 90 adjectives ending with al in English become French 
by changing al into el. Ex. Real, reel. See Obs. 217. 



ADDITIONAL WORDS* 



Ajouter, 


To add. 


Miracle, 


A part, 


Apart, aside. 


Pair, 


Apj^artement, 


Apartment. 


Paire, 


Comparaison, 


Comparison. 


Partage, 


Comparer, 


To compare. 


Partager, 


Complimenter, 


To compliment. 


Participe, 


Decimer, 


To decimate. 


Participer, 


Depart, 


Departure. 


Particule, 


Deviner, 


To guess. 


Partir, 


Divin, 


Divine. 


Plaisanter, 


Impair', 


Odd, uneven. 


Eepartie, 


Ingenieur, 


Engineer, 


Separer, 



Miracle. 

Peer. 

Pair, couple. 

Share. 

To share. 

Participle. 

To participate. 

Particle. 

To depart. 

To jest. 

Repartee. 

To separate. 



See note on page 11. 



TENTH LESSON. 129 



EXEECISES 

UPON THE GEAMMATICAL OBSERTATIOXS AXD UPON THE ETTLES OF 
SYNTAX.* 

1. Model: lis pretendent. See Obs. 207. — They hear — They 
put — They answer — They render — They follow — They suspend. 

2. Model : Prendre. See Obs. 208. — {To he translated into 
English.) — Preceder — Precepteur — Precipiter — Predestiner — 
Predire — Preluder — Preoccuper — Preparer — Preserver — Pre- 
hider — Presomptueux — Preventif. 

3. Model: Artiste. See Obs. 209.— (To be translated into 
English.) — Genealogiste — Chronologiste — Katuraliste — Evan- 
geliste — Oculiste — Physionomiste — Chimiste — Organiste — Op- 
timiste — Copiste — Coloriste — Egoiste — Linguiste. 

4. Model: lis finissent. See Obs. 212.— They free— They 
fall asleep — They reunite — They establish — They re-establish. 

5. Model : Persuader. See Obs. 213. — {To be translated into 
English.) — Perjidie — Perforateur — Perpendiculairement — Per- 
secuteur — Perseverer — Persister. 

6. Model : Que nous rendions. See Obs. 214. — That we may 
or should hear — That we may or should put — That we may or 
should answer — That we may or should follow — That we may 
or should suspend — That we may or should pretend. 

7. Model: Un hommage. See Obs. 215. — An adage — A 
bandage — An assemblage — The pillage — The village — The plu- 
mage — The suflrage — An outrage — His courage — His passage 
— His message — His voyage. 

8. xModel: Reel. See Obs. 2\1 .—{Translate into English.) 
— Materiel — Substantiel — Providentiel — Essentiel — Fonnel — 
Criminel — Constitutionnel — Proportionnel — Personnel — Pater- 
nel — Maternel. 

9. Model '. II y a. See Obs. 218.— There is a man— There 
are two children — There was a house — There were some artists 
— Is there a shop ? — Are there any benches ? — Was there a 
child ? — Were there any gardens ? 

* See nolo on page 12. 



130 TENTH LESSON. 



PHRASES FOR COMPOSITION* 

TO BE TEAiSiSLATED INTO FRENCH. 

1. The major part of those men do [render] you justice 
—204, 220. 

2. Most of those idlers hear you, but do not answer you — 
204, 220. 

3. The major part of those commercial houses stopped [sus- 
pended] their payments — 204, 220. 

4. Most of those children answer well — 204, 220. 

5. Many men answer without thinking — 205, 220. 

6. Many workmen make a fortune in the end [finish by 
making a fortune] — 205, 220. 

7. Few men free themselves from all restraint — 205, 220. 

8. This poet has muoh success. 

9. We do not study much, because w^e have not much time. 

10. There are a great many shops in this street — 218. 

11. There are many benches in the garden — 218. 

12. Is there a bridge at the end of the street? — 218. 

13. Are there many fine houses on the boulevards ? — 218. 

14. Are there any workmen in the garden ? — 218. 

15. There are some poets without genius — 218. 

16. There was some water in the shop — 218. 

17. There were some payments to he made [to make] — 218. 

18. There were some children before the shop — 218. 

19. Is there any genius in an idiot ? — 218. 

20. Are there any fine thoughts in that poem ? — 218. 

21. Were there many children in that school ? — 218. 

22. Is there a joiner in the street ? — 218. 

23. Was there a plane on the joiner's bench ? — 218. 

24. He has but one son, and he places him in a commercial 
house — 224. 

25. He looks at his mother as if he saw her for the first time 
—224. 

* See notes on page 13. 



TENTH LESSON. 331 

26. She stops before the shops, and she looks at them atten- 
tively— 224. 

27. Those men are active; you know that they are so— 224. 

28. They pretend that their shops are fine, but they are not 
so — 224. 

29. We do not think that these shops are large enough — 
225, 226. 

30. He does not think that we have forgotten him — 225, 22G. 

31. He does not wish that we should hear him — 225, 226. 

32. Does he think that we shall answer him ? — 225, 226. 

33. Does he wish that w^e should follow his example ? — 
225, 226. 

34. He passes his time in lounging about the streets ; conse- 
quently [also] he is looked upon as an idler — 203, 228. 



132 ELEVENTH LESSOK. 

ELEVENTH LESSON.* 

riEST DIVISION. PRACTICAL PART. 

TEXT.** 
LITERAL TRANSLATION. 

V Onzi^fsae le^on. 

Eleventh 

ISeMlemeait ii©ti^ avoias remarque que 

Only have remarked 

bien ties geais s'lsaia^iiieBit avoir le feu 

many people imagine to have fire 

sacre, et seiitir " du del IHnfluence 

eacred to feel heaven influence 

secrete^^^ pout* peu qu' ils aient barboullle 

secret if ever so little have daubed 

queiqties feiiilles de papier et qii'ils 

sheets paper 

aiiiieiit a se proisieiier les bras croises 

love vi^alk about arms crossed (folded) 

et le Biez toiirsie ver§ les cieux. Ces 

nose turned towards heavens (skies) 

iiisi^iiillaiit§ persoiinag-es, | Mesi qu' | ils 

insignificant personages though 

croiipi§§esit dans l^inaction et quails lie 

wallow inaction 

reiideiit aticiiBi service a la societe, 

render no (not any) service society 

regardent les travailleiir§ eoisistie infiiii* 

look upon laborers infinite- 

nient | au-dessoiis d' ] eitx. 

ly below 

* See 1st note on page 117. ** See 2d note on page 117. 



ELEVENTH LESSON. 



133 



TEE SAME AV GOOD EXGLISU. 

But we have observed that many people imagine they possess 
the sacred fire, and fancy they feel the secret influence of heaven, 
because they have scribbled over a few sheets of paper, and are 
fond of walking about with their arms folded and with their 
noses turned up towards the skies. These insignificant people, 
though they give way to idleness and do no service to society, 
look upon pains-taking rnen as far below them. 



QUESTIONS AND ANSWERS FOR CONVERSATION 



Quelle est cette le^on? 

Qui est-ce qui s'imagine avoir le 

feu sacre ? 
Qa'est-ce que bien des gens s'ima- 

ginent avoir ? 
Qu'est-ce que bien des gens s'ima- 

ginent sentir? 
Qu\'st-ce que ces gens barbouil- 

lenf? 
Eu quelle occasion ces gens s'ima- 

ginent-ils avoir Ic feu sacre ? 
(^ue tournent-ils vers les cieux ? 
Vers quoi tournent-ils le nez? 
Qu'ainient-ils i faire, les bras 

croises et le nez tourne vers 

les cieux ? 
Comment aiment-ils k se prorne- 

ner? 
Ces personnages sont-ils utiles ? 
I)uns quoi croupissent-ils ? 
Quels sont les homnies qui crou- 

pissent dans I'inaction? 
A qui no rendent-ils aucun ser- 
vice? 
Qui rogardent-ils commo infini- 

mcnt au-dossous d'eux? 
Conunent rcgardent-ils les tra- 

vnilleurs? 



C'est la onzieme. 
Bien des gens. 

Le feu sacre. 

Du ciel Tinfluence secrete. 

Quelques feuilles de pai)ier. 

Pour peu qu'ils aient barbouille 

quelques feuilles de papier. 
Le nez. 

Vers les cieux. 
lis aiment k se promener. 



Les bras croises et le nez tourne 

vers les cieux. 
lis sont insignifiants. 
Dans I'inaction. 
Ces insignifiants personnages. 

A la societe. 

Les travailleurs. 



Coinino 
d'eux. 



infiniment au-dessous 



Sco notCB on page 2. 



134: 



ELEVENTH LESSON. 



SENTENCES FOE ORAL TRANSLATION.* 



TO BE TUENED INTO ENGLISH. 

II y a une citation dans cette 

leQon. 
Sentir du ciel I'influence secrete 

est une inversion poctique. 
C'est nne expression de Boileau. 
Boileau est un poete fran(^ais. 
C'est un bon poete. 
C'est un des meilleurs poetes 

frangais. 
Son Art 2)oetique est excellent. 
Mais ce poete n'est pas un genie 

sublime. 
II n'est pas meme touchant. 
Qu'est-il done ? 
II est surtout satirique. 
II y a de basses flatteries dans 

quelques-unes de ses composi- 
tions. 
C'est indigne d'un homme de 

genie. 
Aimez-vous la poesie ? 
Beaucoup. 
ISTous avons etudie les meilleurs 

poetes. 
Nous avons meme barbouiUe 

quelques feuilles de papier. 
Aimez-vous a vous promener les 

bras croises? 
Quelquefois. 

Ou vous promenez-vous ? 
Dans notre jardin. 
>Tous y passons trois ou quatre 

heures tous les jours. 
Youlez-vous suivre notre exem- 

ple? 
Pas pour cette fois. 



TO BE TURNED INTO FEENOH. 

There is a citation (quotation) in 
this lesson. 

To feel of heaven the secret influ- 
ence is a poetical inversion. 

It is an expression of Boileau's. 

Boileau is a French poet. 

He is a good poet. 

He is one of the best French 
poets. 

His " Art of Poetry " is excellent. 

But this poet is not a sublime 
genius. 

He is not even affecting. 

"What is he then ? 

He is principally satirical. 

There is base flattery in some of 
his compositions. 

It is unworthy of a man of genius. 

Are you fond of poetry ? 

Yery. 

We have studied the best poets. 

We have even scribbled over 

some sheets of paper. 
Are you fond of walking about 

with your arms folded ? 
Sometimes. 
Where do you walk? 
In our garden. 
We pass three or four hours there 

every day. 
Will you follow our example? 

Not for this time. 



* See note on page 3. 



Un autre jour, si vous le voulez 

bien. 
Xous ne pouvons pas demeurer 

plus longtemps. 
Quelle heure est-il done? 
II est onze heures. 
Adieu. 



ELEVENTH LESSON. 135 

Another day, if you please. 
"We cannot remain longer. 



What O'clock is it then ? 
It is eleven o'clock. 
Farewell. 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIAEITIES IX TIIE TEXT. 

Of what gender are feu, del, papier, bras, and nez?'^ — 14. 

Of what gender i?, personnage ? — 215. 

Of what gender is service ? — 20. 

Of what gender are injluence and feuille? — 15. 

Of what gender is inaction ? — 99. 

What is the radical oi seulement ? — 32. 

What is tlie infinitive of harhouille? — 52. 

What is the singular oifeuilles? — 29. 

WTiat is the singular masculine of croises ? — 53. 

What is the plural feminine oi croise? — 53. 

What is the feminine of insignifiant ? — 2. 

What is the feminine of aucun ? — 2. 

Wliat is the radical of infiniment ? — 1*70, 31. 

Why do we say "nVz^ar," and not "de euxV — 11. 



ONZifeME is derived from onze, eleven (44). 
229. There is a peculiarity in the word onze and its deriv- 
ative onzieme : although they begin with a vowel, tlie elision 

* Sec notes on pnge 17. 



136 ELEVENTH LESSON. 

or suppression of e in que, le, la, or de, when any of these words 
precede them, does not take place. Instead of saying " iJonziejne 
legem," or, ^^Iln'avait appris Q,v''onze legons,''^ we say "la onzieme 
lecon, II n'avait appris que onze legons^ 

AvoNS is the first person pkiral of the present tense of the in- 
dicative mood of avoir. 

Remarque is the past participle of remarquer (52), derived 
from marque, mark. Its principal derivatives are : Marquer, to 
mark ; marqueur, marker ; remarquahle, remarkable ; remarque^ 
remark, etc. 

230. Bien, seen in the fifth lesson in the sense of tvell, be- 
comes a synonym of heaucoup, when it is combined with the 
compound article du, de la, des, and corresponds to 7nuch and 
many, as : Bien du tort, much injury ; hien de Vinfluence, much 
influence ; hien des artistes, many artists ; Men des gens, many 
people. 

Gens, which signifies people, folks, or persons, is masculine, 
and is used only in the plural. Its derivative gendarme, for- 
merly spelled gens d'armes, is sometimes met with in English. 

Imaginent is the third person plural of the present tense of 
the indicative mood of imaginer, derived from image, image, from 
the Latin imago, having the same sense. The verb imaginer 
often takes the pronominal form (180) when it signifies to figure 
to one's self. The pronoun se, which precedes it, is its indirect 
regimen. This verb is one of those which govern the infinitive 
mood without a preposition (187). 

231. The third person plural of the present terse of the indic- 
ative mood of verbs ending in er in the infinitive, is formed by 
changing this termination into ent (207, 212). 

Avoir is the infinitive mood of the auxihary verb, of which the 
following forms have been seen already : eu, il a, il avait, il eut, 
ils eurent, nous ayons, il eiit, nous avons. 

Feu comes from the Latin focus, fire. Its derivative feu de 
joie, bonfire, is sometimes used in English, The plural of feu is 
feux. 

232. Substantives ending in eu and au form their plural 
with X instead of s. 

SacrIi; is derived from the verb sacrer, to consecrate, coming 



ELEVENTH LESSON. 137 

from the Latin sacrare, the principal derivatives of which are : 
Consacrer, to consecrate ; sacrement^ sacrament ; sacrifier, to 
sacrifice ; and a number of other words which will be found ex- 
plained amongst those alike, or nearly so, in both languages, as : 
Consecration^ execration, sacrifice, sacrilege, etc., etc. 

Sentir is an irregular verb, derived from the substantive sens, 
sense, coming from the Latin sensus, sense, feeling. The prin- 
cipal derivatives of sens are : Consentir, to consent ; consentement, 
consent; pressentimcnt, presentiment; and a number of other 
words alike, or nearly so, in both languages, as : Sensible, insen- 
sible, sentiment, sentimental, sensibilite, sensibility, etc., etc. 

CiEL comes from the Latin coeliim, heaven, as can be seen 
from the derivative celeste, celestial, heavenly. 

233. Ciel has two forms in the plural : ciels and cieux. 
dels is used only in the following instances : dels de tableaux^ 
skies in painting; ciels de lit, testers of a bed; ciels de carriere, 
the first layers or strata in a quarry ; ciels, climates, as, " Vita- 
lie est sous un des plus beaux ciels de V^Jurojye, Italy is one of 
the finest climates of Europe." In any other case, cieux is em- 
I>loyed. 

Influence is a word alike in both languages (167). 

234. In is not always negative (IVO). It is often a mere 
transformation of en, signifying in, loithin, and corresponding to 
the same particle in English, as : Infiuence, infiuence ; incorporer, 
to incorporate ; invasion, invasion. 

SECR^rB is the feminine of the adjective secret (184, ]85), 
coming from the substantive secret, a secret. Its principal de- 
rivatives are : Discret, discreet ; indiscret, indiscreet ; discretion, 
indiscretion, etc., etc. 

235. Pour peu que is a gallicism which corresponds to 
the English expressions, ever so little, or, at all, as: '-'- Pour peu 
(jn^ih rerjardent. If they look ever so little ;" or, " If they look at 
all." This conjunctive form is followed by the subjunctive mood 
(244). 

AiENT is the third person plural of the present tense of the 
subjunctive mood of the irregular verb avoir. 

liARROuiLLfe is the past participle of the verb barbouiller (52), 
to daub, to smear, to scribble, which is derived from biirbc, Ix-ard, 



l38 ELEVENTH LESSON. 

from the Latin harha^ as can be seen from the derivative barhier^ 
barber. 

Feuille comes from the Latin /o/«n?i, leaf. Its principal de- 
rivatives are : Feuilleton, small sheet, feuilleton ; ^ folio, folio ; 
portefeuille, portfoho, etc. 

Papier comes from the Latin papyrus, the name of that 
plant, the bark of which was used to write on. 

AiMENT is the third person plural of the present tense of the 
subjunctive mood of the verb aimer, to love, to like, to be fond 
of, which comes from the Latin amare, and the principal deriva- 
tives of which are: Aimable, amiable; amateur, lover, amateur; 
amcm7e, amenity; ami, friend ; ami^eV, friendship ; amowr, love ; 
amour-propre, self-love, etc., etc. 

236. The third person plural of the present tense of the sub- 
junctive mood of verbs ending in er in the infinitive, is formed 
by changing this termination into ent. It is similar to the 
same person of the present tense of the indicative (231). 

Se promener, derived from mener, has been mentioned in the 
eighth lesson (182). 

Bras comes from the Latin hrachium, arm. It does not take 
any additional letter in the plural (1*7). The principal deriva- 
tives of bras are : Bracelet, bracelet, armlet, and embrasser, to 
embrace, to throw one's arm around. 

Croises is the plural of croise, the past participle of the verb 
croiser (53, 63), derived from croix, cross, which comes from the 
Latin crux. The principal dei-ivatives of croix are : Croisade, 
crusade ; crucifix, crucifix ; crucifier, to crucify, etc. 

Nez comes from the Latin nasus, nose. It does not take any 
additional termination in the plural. 

237. Substantives ending in z do not change their termina- 
tion in the plural. 

Tourne is the past participle of tourner (52), derived from 
tour, turn, lathe, from the Latin tornus, lathe. 

Vers is a radical mentioned in the sixth lesson. 

CiEUX is the irregular plural oi del, seen in this lesson (233). 

Insignifiant is derived from signe, sign, which comes from 
the Latin signum, sign. The principal derivatives of signe are: 
Assigner, to assign ; consigner, to consign ; designer, to 



ELEVENTH LESSON. 139 

nate ; resi^ner, to resign ; signaler, to signalize ; signer, to sign ; 
sif/nijier, to signify; and a number of other words much the 
same in both languages, as : Assignat, resignation, signal, signa- 
ture^ etc., etc. 

Personnage (215) is derived from personne, person, co|j>ing 
from the Latin persona, the principal derivatives of which are : 
Personnalite, personality ; personnel, personal ; personnijier, to 
personify ; personnijication, personification, etc. 

BiEN QUE is a conjunction corresponding to though or although. 
It is followed by the subjunctive mood (244). 

Croupissext is the third pei-son plural of the present tense of 
the subjunctive mood of the verb croupir. 

238. The third person plural of the present tense of the sub- 
junctive mood of verbs ending in ir in the infinitive, is formed 
by changing this termination into issent. It is similar to the 
same person of the present tense of the indicative (212, 236, 
239). 

Inaction is a derivative oi agir, to act (49, 170). 
Kexdent is the third person plural of the present tense of the 
subjunctive mood of rendre, seen in the tenth lesson. 

239. The third person plural of the present tense of the sub- 
junctive mood of verbs ending in re in the infinitive, is formed 
by changing this termination into. ent. It is simihir to the 
same person of the present tense of the indicative (207, 236). 

Examples have now been seen (Jf the third person plural of the 
present tense of the subjunctive mood in the three regular forms 
of conjugation, and the two auxiliary verbs, in the following 
phrases : 

^'' Pour peu qu'ils aimE^n a se promener^ — 11th lesson. 

• Bien quails croupissEST dans Vinactionr — 11th lesson. 

'■' Bien quHls ne rendz^iT aucun service.'''' — 11th lesson. 

'' Nous ne voulons pas dire quils soient dcs 2Mresscux.'''' — 10th 
lesson. 

'"'■ Pour pen qu'ils aien't barbouille.^'' — 11th lesson. 

2 10. Aucun, from the Italian atcuno, contracted from the 
Latin aliquis units, any one, is an indefinite adjective corre- 
sponding to any, and, with a negation, to no, none, not one. It 
is seldom used in the plural. Its feminine is aucune. Its only 



14:0 ELEVENTH LESSON. 

derivative is aucunement, by no means, on no account, not 
at all. 

Service is the same in French and in English (20). 

SociETE comes from the Latin societas, society, derived from 
socius, partner, companion. It is feminine (241). Most of the 
delfvatives of this word are alike; or nearly so, in both lan- 
guages, as : Associer, to associate ; association, social, socialisyne, 
socialism ; socialiste, socialist, etc., etc. 

241. Substantives ending in te are very numerous in French ; 
most of them come from Latin words in tas and have their cor- 
respondents in English in ty, as : Socicte, society ; liberie, liberty ; 
necessite, necessity. They are feminine. 

242. The exceptions to the foregoing rule are : Aparte, words 
spoken aside; arrete, resolution; benedicite, blessing; comite, 
committee ; cornte, county ; cote, side ; depute, deputy ; ete, sum- 
mer; jete, jete (in dancing); pate, pie; precipite, p^recipitate; 
traite, treaty ; veloute, velveting ; which are masculine. 

Regardent is a form (231) of the verb regarder, seen in the 
seventh lesson. 

Travailleur is derived from travailler, to work, coming from 
travail, work, labor. 

243. Many substantives are formed from verbs by means of 
the termination eur, which denotes the agent or the person who 
performs the action expressed by the verb. This termination 
corresponds to the English termination er, as in reader, from the 
verb to read. Thus, from the verb penser, to think, we form 
penseur, thinker ; from rever, to dream, reveur, dreamer ; from 
recevoir, to receive, receveur, i-eceiver ; from Jldner, to loiter, 
flaneur, loiterer ; from barbouiller, to daub, barbouilleur, dauber. 

Infiniment is derived from fin, mentioned in the tenth les- 
son (170, 31). 

Au DESsous de is a preposition derived from sous, under, 
cominsr from the Latin sub. 



ELEVENTH LESSON. 



141 



SYNTAX. 

Why does not the 'participle harhouille agree with its direct 
re^uien feuilles, which is feminine and plural I * — 106. 

Why should we not say " Qaelques feuillcs du papier,^^ instead 
of" Quelques feuilles de papier P^ — 161. 

Why is the participle croises used in the plural? — 63. 

Why should we not say " Da7is inaction, regardent travailleurs, 
a societe" instead of ^'^ Dans h'inaction, regardent les travailleurs, 
a LA societeP'' — 35. 

Why do we say " Les bras croises, le nez tourne vers les 
cieu.r,^^ rather than " Leurs bras croises, leur nez tourne vers les 



Four peu quHls aient. 
Bien qu'ils croupissent. 

The two verbs aient and croupissent are in the subjunctive 
mood. 

244. The subjunctive mood is required after the following con- 
junctions and connective phrases : 



AJln que. In order that 
A moins que, unless. 
Avant que, before. 
En can que,au, cas que, in case that 
Bien que, quoique, though. 
Dc peur que, tie craiiUe que, lest 
Eticore que, oven though. 
JuMqu'ii ce que, till, until 
Jxtin qu*, far. 
Non que, not that 

Jfonobtttint que, nuilgre que, notwith- 
standing. 
Podi que, admittinfif that 



Pour q7ie, in order tliat 

Pour peu que, if— ever so little. 

Pourvu que, provided. 

Sans que, without, or, but that 

Si peu que, ever so little. 

Si tant cut que, if so bo that 

Soit que, whetlior. 

Suppoxe que, supposing: that 

Kt que, and that— wlien this last expros- 
sldu is only an abbreviative form of one 
of tlio foregoing, as in tlie example 
given in tho text: "Et q,xfUa aiment,''^ 
for "Et rouB pbu qv'ila aivienV 



* Sec notes on page 17. 



142 



ELEVENTH LESSON. 



LEXICOLOGY, 



About 250 ubstantives ending with ty in Englisli become 
French by changing ty into te. Ex. Society, society. See Obs. 
241. 



ADDITIONAL WORDS.* 



Assej'vir^ 


To enslave. 


Indigene., 


Native. 


Conserver, 


To keep. 


N'arine., 


Xostril. 


C)-oisee, 


Window. 


Olserver^ 


To observe. 


Degenerer^ 


To degenerate. 


Preserver^ 


To preserve. 


Dessein., 


Design, plan. 


Begenerer., 


To regenerate. 


Engendrer^i 


To engender. 


Beserver., 


To reserve. 


JE/inemi., 


Enemy. 


Eeservoh\ 


Eeservoir. 


Enseigner., 


To teach. 


Sacre., 


Sacred, holy. 


EntouTei\ ^ 
Flewce, ^ 


To snrronnd. 


Sacristie., 


Vestry. 


Eiver. 


Secretaire., 


Secretary. 


Flot, 


Wave, billow. 


Sense., 


Sensible. 


Flotte, 


Fleet. 


Serf, 


Serf. 


Flotter, 


To float. 


Sermnte, 


Maid-servant. 


Fluide., 


Fluid. 


Serviteur., 


Servant. 


Gendre., 


Son-in-law. 


Tourne-vis, 


Screw-driver. 




EXERCISES 





UPON THE GEAMxMATICAL OBSEEVATIOXS AXD UPON THE EULES OF 
SYNTAX.** 

1. Model: Za onzieme. See Obs. 229. — The eleventh day — 
The eleventh lesson — He saw but eleven men — He stops at the 
eleventh bridge. 

2. Model: Bien des gens. See Obs. 230. — Much aversion — 
Many shops — Many things — Many hopes — Much genius — Much 
indolence — Much influence — Much time. 

3. Model: lis imaginent. See Obs. 231. — They stop — They 
admire — They love — They daub — They correct — They flow — 



* See note on page 11. 



** See note on page 12. 



ELEVENTH I.ESSOX. 143 

They give — They desire — They dwell — They exercise — They ex- 
amine — They study — They force — They loiter — They frequent — 
They guide — They forget — They think — They pass — They pos- 
sess — They pronounce — They persuade — They turn. 

4. Model : Influence. See Obs. 234. — [Translate into Eng- 
lish.) — Inaur/urer — Incarcerer — Incisif — Incliner — Inclusive- 
ment — Inflamniahilite — Infuser — Itiitier — Inondation. 

5. Model : Four peu qii'ils aiment. See Obs. 235, 236. — If 
they stop at all — If they love ever so little — If they give at all — 
If they desire at all — If they study ever so little — If they loiter 
ever so little — If they think at all. 

6. Model : Bien quits croupissent dans Vinaction et quails 
ne REXDENT aucun service. See Obs. 238, 239. — Though they 
free themselves — Though they slumber — Though they hear- 
Though they stretch themselves — Though they finish — Though 
they put — Though they pretend — Though they reunite — Though 
they answer — Though they follow — Though they suspend. 

7. Model: La societe. See Obs. 241. — An absurdity — Her 
beauty — His brutality — This calamity — The capacity — A cavity 
— The city — His civility — Her credulity — What curiosity ! — No 
difFiculty — What impiety ! — His majesty — Her quality. 

8. Model: Travailleur. See Obs. 2 \^.— (Translate into 
English.) — Barbouilleur — Donneur — Flaneur — Fenseur — Fro- 
mcneur — Reccveur — Tourncur. 



PHRASES FOE COMPOSITION* 

TO BE TRANSLATED INTO FRENCH. 

1. Do you know all the lessons, from the first to the elev 
enth ?— 229. 

2. Do you know that tliis lesson is the eleventh ? — 229. 

3. He stopped on the eleventh day — 229. 

• Ste notes on page 13. 



J 44 ELEVENTH LESSON". 

4. He had many lessons to learn — 230. 

5. That boy has many foults — 230. 

6. There are many workmen that are laborious — 230, 141. 
V. You have a great [much] aversion to [for] that trade — 230. 

8. They walk about in silence — 231. 

9. Those children love their father and mother — 231. 

10. Fathers who love their children correct them — 231. 

11. Joiners exercise their arms — 231. 

12. His sons study their lessons — 231. 

13. All mothers admire their children — 231. 

14. Fires were seen [one saw fires] on the bridges — 232. 

15. The heavens were on [in] fire — 233. 

16. They doze if they stop ever so little — 212, 235, 236. • 

17. We do not believe that they will forget their lessons, if 
they study ever so little — 225, 235, 236. 

18. They tuck up their sleeves, if they work ever so little — 
231, 235, 236. 

19. All their [the] noses were turned towards the sky — 237. 

20. Beauty is not her sole quality — 241. 

21. Curiosity is not always a fault — 241. 
22.. Where is the difiiculty ?— 241. 

23. What is the diflBculty that stops you ? — 241. 
^ 24. That man is not an artist ; he is a dauber — 243. 
. 25. The turner's shop is at the end of the street — 243, 56. 

26. They do not like that poet, though they like poetry — 
231,236, 244. 

27. They do not answer, though they hear the question — 20 7, 
239, 244. 

28. They are not lazy, though they free themselves from all 
restraint— 238, 244. 

29. We do not think that they will finish that house, though 
they unite all their efforts — 225, 238, 244. 



TWELFTH LESSON. 145 



TWELFTH LESSON.* 

FIEST DIVISION. PRACTICAL PAKT. 

TEXT.** 

LITERAL TRANSLATION. 

Twelfth 

Plw§lc«rs «les conipa^noBi§ d' Alexis, 

Several companions 

aynnt le meitie caract^re que Iwi, coiitri- 

having same character as contrib- 

buaient ;\ I'entreteiiir dans ces dispo- 

lUeJ keep dispo- 

sitions oisives. '^IVoiis serions bieii ibus," 

.sitions idle should be very foolish 

disaient-ils, ^^ de bailler sur des gram- 
said to yawn gram- 

maires ct des dictionnaires^ coiiiiiic nous 

mars dictionaries 

le laif^iions :\ I'ecoBe, ow nous perissions 

did sciiool were perishing 

d'ennui, noircis«<ant nos cahiers de mots 

ennui blackening our copy-books words 

c]|SH' nous n'entendions i^u^re, et attendant 

understood but httle waiting 

inipatiemment riicure de la recreation." 

impatiently . recreation. 

♦ See let note on page 117. ** See 2d note on page 117. 



14:6 



TWELFTH LESSON. 



TEE SAME IN GOOD ENGLISH. 

Several of the companions of Alexis, liaving the same character 
as himself, contributed to maintain him in this idle disposition. 
"We should be very foolish," said they, "to be yawning over 
grammars and dictionaries, as we used to do at school, where we 
were ready to die with ennui ; blotting our copy-books with 
words that we scarcely understood, and waiting impatiently for 
the hour of play." 



QUESTIONS AND ANSWEES FOE CONVEESATION.* 



Quelle est cette legon ? 

Qui est-ce qui avait le meme ca- 

ractere qu' Alexis? 
Quel caract^re avaient plusieurs 

de ses compagnons ? 
A quoi contribuaient-ils ? 

Qui est-ce quidisait: "Kous se- 
rious bien fous de bailler sur 
des grammaires et des diction- 
naires ? " 

Sur quoi seraient-ils fous de bail- 
ler? 

Ou bMllaient-ils sur des gram- 
maires et des dictionnaires ? 

De quoi perissaient-ils.k I'ecole? 

Qu'est-ce qu'ils noircissaient ? 

De quoi noircissaient-ils leurs ca- 
hiers ? 

Qu'est-ce qu'ils attendaient impa- 
tiemraent ? 

Comment attendaient-ils I'heure 
de la recreation ? 



I C'est la douzieme. 



Plusieurs de ses compagnons. 
Le meme caract^re que lui. 

A I'entretenir dans ces disposi- 
tions oisives. 

Les compagnons d' Alexis ; — oi\ 
Plusieurs compagnons d' Alexis. 



Sur des grammaires et des dic- 
tionnaires. 
A I'ecole. 

lis perissaient d'ennui. 

Leurs cahiers. 

De mots qu'ils n'entendaient 

gu^re. 
L'heure de la recreation. 

Lxipatiemment. 



* See notes on page 



TWELFTU LKSSOX. 



147 



SENTENCES FOR ORAL TRANSLATION.* 



TO BE TUEXED IXTO ENGLISH. 

Ou sont nos compagnons ? 
ILs sont a Fecole. 
Comment passent-ils leur temps ? 
lis etudient le grec et le latin. 
ILs noircissent leurs cabiers de 
mots qu'ils n'entendent guere. 

Aiment-ils cette occupation ? 

lis perissent d'ennui. 

lis sont toiijours k bailler. 

Pauvres jeunes gens I 

lis sont bien tristes. 

lis n'aiment pas la grammaire, 

bien qn'ils ne soient pas pares- 

seux. 
Quand ils etaicnt cbez eux, lis 

n'etaient jamais oisifs. 
On les voyait toiijours faire quel- 

que chose. 
Yous savez qu'ils sont fort intel- 

ligents. 
Puurquoi done ne sont-ils plus de 

m^me ? 
11 y a pour cela plusieurs raisons. 
La premiere, c'est qu'ils n'ttaient 

pas forces de travailler, 
ris etaient seulement guides par 

leur p6re, qui etait bien bon 

pour eux. 
lis etudiaient des clioses moins 

serieuses que la grammaire. 
"\'i)us avez bien de I'aversion pour 

la granuuaire. 



TO BE TUENED INTO FEENCn. 

Where are our companions ? 

They are at school. 

How do they spend their time ? 

They study Greek and Latin. 

They blacken their copy-books 
with words that they under- 
stand but little. 

Do they like this occupation ? 

They are dying with ennui. 

They are always yawning. 

Poor young people I 

They are very sad. 

They do not like grammar, though 
they are not lazy. 

When they were at home, they 
were never idle. 

They were always seen doing 
something. 

You know they are very intelli- 
gent. 

Why then are they no longer the 
same ? 

There are several reasons for it. 

The first is, they were not com- 
pelled to work. 

They were only guided by their 
father, who was very kind to 
them. 

They studied thir.gs less serious 
than grammar. 

You have a strong aversion to 
grammar. 



* See note on page 8. 



148 TWELFTH LESSON. 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECIJLIAEITIES IN THE TEXT. 

Of what gender are compagnon, ennui, cakier, and mot ? * — 14. 
Of what gender are ecole and heure? — 15. 
Of what gender are disposition and recreation? — 99. 
Why do we say " h'entreteiiir,''^ and not " le entretcnir ? '''' — 11. 
In what mood are entretenir and hailler ? — 121. 
What is the singular of grammaires^ dlctlonnaires, cahiers, and 
mots ? — 29. 

What does L'^cole stand for? — 11. 
What does d'' ennui stand for? — 11. 
What does i^heure stand for? — 11. 



DouziEME is derived from douze^ twelve (44). Another very 
important derivative of this word is douzaine, dozen. 

245. Plusieurs is an adjective, invariable, plural, and of 
both genders. It corresponds to several, some, many^ and is 
sometimes used as an indefinite pronoun, thus : " Plusieurs pen- 
sent, some think, several (persons) think." 

CoMPAGNON is always of the masculine gender, the French of 
a female companion being compagne. The principal derivatives 
of this word are : Compagnie, company ; accompagner, to accom- 
pany ; accompagnateur, accompanist ; and acconipagnement, ac- 
companiment. 

Ayant is the present participle of the irregular verb avoir. 

Caractere is masculine, notwithstanding the e mute which 
terminates it. Its derivatives are : Caract^riser, to characterize, 
and caracteristique, characteristic. 

* See notes on page 17. 



TWELFTH LESSOX. 149 

246. Substantives ending in tere are masculine. 

247. The exceptions are : Art ere, artery ; est ere, rush-mat ; 
and patere, peg, cloak-pin, patera, which are feminine. 

CoNTRiBUAiENT is the third person plural of the imperfect 
tense of the verb contrihuer, derived from trihu, tribe (Vo). The 
principal derivatives of trihu are : Attribuer, to attribute ; dis- 
trihuer, to distribute; ritrihuer, to remunerate; and a number 
of other words alike, or nearly so, in both languages, as : Tribut, 
tribute; attribut, attribute; ^rj^wtozVe, tributary ; contribution, 
distribution, etc., etc. 

248. The third person plural of the imperfect tense of verbs 
ending in er in the infinitive, is formed by changing this termi- 
nation into aient. 

Entretexir is one of the derivatives of tenir, mentioned in 
the third lesson. 

249. The preposition entre (210) which sometimes retains 
its Latin spelling, inter, forms various compounds, some of 
which being nearly similar in English will serve as an exemplifi- 
cation of the rest: Entreprise, enterprise; interc^der, to inter- 
cede ; entrelaccr, to interlace ; entrelarder, to interlard ; entrevue, 
interview ; interposer, to interpose. 

Dispositions is derived from the verb poser, to place, to set, 
to lay, a verb which enters into the formation of a number of 
others, as : Composer, to compose ; decomposer, to decompose ; 
diposer, to depose ; disposer, to dispose ; exposer, to expose, to 
exhibit; imposer, to impose; opposer, to oppose; proposer, to 
propose; reposer^ to place again, to rest, to repose; supposer, to 
suppose ; transposer, to transpose, etc. ; and these in turn give 
rise to many more words alike, or nearly so, in both languages, 
as : Compositeur, composer, compositor ; dcpositaire, depositary ; 
posit if, positive ; repos, repose ; position, composition, decompo- 
sition, exposition, imposition, indisposition, opposition, proposi- 
tion, proposition, supposition, transposition, etc., etc. 

250. Dis is an inseparable particle, which has two very dillor- 
ent meanings in the composition of words : the first, negative, as 
in disyr&ce, disgrace, from cjrace, gi-ace ; the second, intensive, 
denoting ditiusion, or increasing the import of the radical word, 
as in distmdre, to distend, from tendrc, to .stretch. It is some- 



150 TWELFTH LESSON. 

times shortened into di, as in diminuer, to diminish ; and some- 
times changed into dif, when the radical begins with /, as in 
diforme, deformed, from forme, form. Among the derivatives 
formed by means of this particle, many are nearly the same in 
French and in English. 

OisivEs is the plural oi oisive (25), the feminine oi oisif. 

251. Adjectives ending in f, as oisif, form their feminine by 
changing this termination into ve. 

Serions is the first person plural of the conditional mood of 
the irregular verb etre. 

Fou was formerly spelled fol, and this old form is still used 
before a substantive beginning with a vowel, or an h mute, as : 
*' Tin fol espoir, a vain hope ; JJn fol hommage, a foolish hom- 
mage." The feminine oi fou and/oZ is folle. Its principal de- 
rivative isfolie, madness, folly, insanity. 

DisAiENT is the third person plural of the imperfect tense of 
the irregular verb di7'e, mentioned in the 1st, 3d, and 10th les- 
sons. 

Bailler is a verb in the infinitive mood (121). 

Grammaire is of the feminine gender, though substantives 
ending with aire are generally masculine (254). 

DiCTioNNAiRE is mascuHnc, notwithstanding the final e mute. 

252. The termination aire is common to substantives and 
adjectives, many of which end in English in aiy, or in ar, as : 
Secondaire, secondary ; plagiaire, plagiary ; salaire, salary ; vo- 
cabulaire, vocabulary; mercenaire, mercenary; ordinaire, ordi- 
nary ; contraire, contrary ; notaire, notary ; vulgaire, Vulgar ; 
similaire, similar ; populaire, popular, etc. 

253. Substantives ending in aire are masculine. 

254. This rule is subject however to a few exceptions, the 
principal of which are : Affaire, affair ; chaire, pulpit ; circulaire, 
circular ; grammaire, grammar ; y?^(iicmiVe, judgment ; jugulaire, 
jugular; paire, pair; and the names of some plants but seldom 
met with in ordinary conversation, like : Cicutaire, water-hem- 
lock; cy^nftaZaaV^, snapdragon ; dentaire, dentaria; linaire, toad- 
flax; lunaire,moon-wori ; pulmonaire, lung-wort, etc., etc. 

Faisions is the first person plural of the imperfect tense of the 
irregular YQxhfaire, seen in the third lesson. 



TWELFTH LKSSOX. 151 

ficoLE comes from the Latin bchola, school. Its principal de- 
rivatives are: Ecolier^ scholar; scolaire, academic; scolastique, 
scholastic, etc. 

Perissions is the first person plural of the imperfect tense of 
jjcrlr, which comes from the Latin jjer ire, to go through, to per- 
ish, and the principal derivatives of which are : Dep^rir, to with- 
er, to die away ; perissable, perishable ; imperissable, imperish- 
able, etc. 

255. The first person 'plural of the imperfect tense of verbs 
ending in ir in the infinitive mood, is formed by changing this 
termination into iss-ions (196). 

Ennui is a word often met with in English. Its principal de- 
rivatives are : Ennuyer, to weary, to annoy, to tease ; s'ennuyer, 
to grow tired, to be wearied ; ennuyant, annoying, tiresome ; and 
ennuyeux, tedious, tiresome. 

NoiRCissANT is the present participle of the verb noirdr, to 
blacken, derived from the adjective noir, black, coming from 
the Latin niger^ black ; also the root of neyre, negro. 

256. The present participle of verbs ending in ir in the infin- 
itive mood, is formed by changing this termination into is3-ant 
(11.-,, 19G). 

257. A great portion of the verbs in ir come from adjectives, 
as: Rojeunir, to grow younger, from ^^M/itf, young; unir, io 
unite, to make one, from un^ one ; apimuvrir, to make poor, 
from pauvre, poor; embellir, to embellish, from belk, fair; adou- 
clr, to soften, from doux, douce, soft. Others, of a different 
formation, end in English in uh, as : P^rir, to perish ; abolir, to 
abolish ; d^molir, to demolish ; accomplir, to accomf)lish ; punir, 
to punish ; finir, to finish. 

Nos is the plural oi notre (164). 

Caiiiers is the plural of cahier (29). 

Mot comes from the Italian motlo, word, b<>n-mot. Its only 
derivative is motet, motet. 

Entendions is the first person plural of the imperfect tense of 
entendre, seen in the third lesson. 

258. The first person plural of the imperfect tense of verbs 
ending in re in the iufinitiv*' nujcKl, is funned by changing this 
termination into ions. 



152 TWELFTH LESSON. 

GuERE comes from the Italian guari, much. It is always pre- 
ceded by the negative ne, with which it signifies 7iot much, not 
very, hut little, hut few. 

Attendant is the present participle of attendre, derived from 
fendre, mentioned in the nintli lesson. 

259. The present participle of verbs ending in re in the in- 
finitive mood is formed by changing this termination into ant 
(115). 

Examples have now been seen of the present participle in the 
three regular forms of conjugation, and the two auxiliary verbs, 
in the following phrases : 

"i>mVANT qu'il reunit toutes sortes de comiaissancesy — 5th 
lesson. 

" iVbiVcissANT nos cahiers de mots.'" — 12th lesson. 

^^ Attend A'NT Vheure de la recreation^ — 12th lesson. 

" Cette langue 6tant la sienneP — 5th lesson. 

" Ayant le meme caractere.^^ — 12th lesson. 

Impatiemment is derived from impatient, impatient. 

260. It has been seen (31) that adverbs of quality are de- 
rived from adjectives, by adding the termination ment. When 
the adjective ends in ent, the adverb is formed by changing this 
termination into eminent, and when the adjective ends in ant, 
the adverb is formed by changing this termination into amment. 
In emment, the first e has the sound of a ; so that both these 
terminations, emment and amment, are pronounced exactly alike. 

261. The exceptions to the foregoing rule are: Lentement, 
slowly, from lent, lente, slow ; presentement, at present, now, from 
present, presente, present ; and vchementement, vehemently, from 
vehement, vehemente, vehement. 

RfiCR^ATiON is derived from the verb creer, to create, which 
comes from the Latin creare, to create. The principal derivatives 
of creer are : Recreer, to re-create, to create anew ; recreer, to 
recreate, to divert, to refresh ; createur, creator ; creation, crea- 
ture, etc., etc. 

262. Verbs may be formed from almost all the substantives 
ending in ation, by changing this termination into er, as: 
Cr(:ation, cr6cr, to create ; accusation^ accuser, to nccr.i^e ; agita- 
tion, agitcr, to agitate; augmentation, ougmenter, io au;j,-meiit ; 



TAVELFrn LESSON. 153 

circulation, circule?', to circulate; compensation, cornpenser, to 
compensate; consolation, consoler, to console; continuation, con- 
tinuer, to continue ; decoration, decorer, to decorate ; prepara- 
tion, preparer, to prepare, etc. 

The substantives in ation being very numerous, and being, 
for the most part, the same in the two languages (49), the fore- 
going remark will enable the student to find out the signification 
of many verbs at first sight. 



SYNTAX. 

"Why should we not say "La m^rne caractere ? '""^ — 246, 34. 

"Why should we not say ^^ Entretenir lui," instead oV^h'entre- 
tenirP'—AZ. 

Why should we not say " Ces dispositions oi'sifs P^ — 99, 33. 

"Whv is des necessary before graramaires and dictionnaires ? — 
1G2. 

Why do we say " A Lecole,'^ and not " A icole ? " — 35. 

Why do we say " Xos cahiers,'^ and not, " Xotre cahiersV — 
1G4, 107. 



Bailler sur des gramrnaires et des dictionnaires. 

263. It has been seen (109) that the prepositions a,de,en, 
must be repeated before each word that is governed by them. 
The other prepositions, as sur in the above example, need not be 
repeated, unless the regimens have meanings totally different, or 
express contrary ideas. 



Comme nous le faisions a V^cole. 

264. It has be€n seen (224) that the pronoun le may repre- 
sent either a substantive, or an adjective, or a verb, or a preposi- 
tion. This pronoun must be used, whether it has an equivalent 

* See notes on page 17. 

7* 



154: 



TWELFTH LESSON. 



in the English construction or 
the pronoun -with its antecedent, 

C'est un prorerbe, vous le savez. 

II est plus ambitienx que vous ne 

LE pensez 
Est-il ambitieux ? — II L'est. 

Est-il ouvrier ? — II L'est. 

Pouvons-nous le voir ? — Nous le 

pouvons. 
Youlez-vous etudier ? — N'ous le 

voulons. 



not. A few phrases, containing 
will elucidate the rule. 

It is a proverb, you know (that 
IT IS A peoverb). 

He is more ambitious than you 
think (he is). 

Is he ambitious? — He is (ambi- 
tious). 

Is he a workman? — He is (a 
woekman). 

Can we see him ? — "We can (see 
him). 

Will you study? — We will 
(study). 



Nous perlssions d?ennui. 
Noircissant nos cahiers de mots. 

In these examples de corresponds to the Enghsh preposition 

WITH. 

In the first of them, ermui is the cause of that state expressed 
by the verb nous perissions. 

In the second, mots designates the things used to blacken the 
copy-books with. 

265. Between a verb and a substantive denoting the cause of 
the state or action which this verb expresses, or the thing made 
use of to attain to it, the preposition with is very often ren- 
dered in French by de (16). The article is not employed be- 
tween de and the substantive that follows, unless the sense of the 
substantive be modified by some restrictive clause. 



LEXICOLOGY. 

The preposition entre, which sometimes retains its Latin 
spelhng inter, forms a number of compounds which are alike, 
or nearly so, in French and in English. Ex. Untretenir^ to keep, 
to entertain ; interceder^ to intercede, etc. See Obs. 249. 



TVrELFTII I.E530N. 



155 



Words beginning with tlie prefix dis are generally much the 
same in both languages. Ex. Disposition. See Obs. 250. 

Many substantives and adjectives ending with ary in Euo-Ush 
become French by changing arij into aire. Ex. Dictionary, Dic- 
tionnaire. See Obs. 252. 

Some verbs endinor with ish in En2:li6h chaug^e ish into ir in 
French. Ex. To finish, ^««>. See Obs. 257. 

Verbs may be formed from almost all substantives ending with 
ation, by changing this termination into er. Ex. Recreation^ 
recreer^ to recreate. See Obs. 262. 



ADDITIOXAL WOIiDS* 



Apathie^ 

A propos^ 

Bdillon^ 

Compassion^ 

Compatissant, 

Depot .^ 

Lisponihle^ 

Entrepot^ 

Epigram me, 

loldtre, 

Foldtrer, 

G'}'amrnairi€n, 



Apathy. 

To the purpose. 

Gag. 

Compassion. 

Compassionate. 

Depot. 

Disposable. 

Warehouse. 

Epigram. 

Playful. 

To sport, play. 

Grammarian. 



Imposant, 

I)nposteu}\ 

Trrqyosture, 

Impdt, 

Loisir, 

Oisivete, 

Faihetique, 

Pause, 

Pose, 

Programme, 

Sympathie, 

Symp)athvier, 



Imposing. 

Impostor. 

Imposture. 

Tax. 

Leisure. 

Idleness. 

Pathetic. 

Pause. 

Posture. 

Programme. 

Sympathy. 

To sympathize. 



EXEBCISES 

UPON THE GRAMMATICAL OBSEETATIOXS AND UPON THE RULES OP 
SYNTAX.** 

1. Model: Us contribuaient. See Obs. 248. — They turned — 
They looked — They thought — They passed — They possessed — 
They placed — They pronounced — They persuaded — They forgot 
— They imagined — They guided — They frequented — They forced 
— They loitered — They exercised — They examined — They gave 
— They desired. 

2. Model : Entreienir. See Obs. 249.— (Translate into Eng- 



♦ Sec note on page 11. 



See note on page 12. 



156 TWELFTH LESSON. 

lish.) — Entracte — S^entr' aimer — S'en tre-croiser — S'entre-regar- 
(Jer — S^ent7'e-repondre — Entreviie — Inter ckler — Inter cesseur — 
Interdire — Interrogatif. 

3. Model : Disposition. See Obs. 250. — (Translate into Eng- 
lish.) — Differer — Difficulte — Diffus — Diminutif — Discerner — 
Discontinuer — Discreditcr — Disperser — Distorsion. 

4. Model: Oisive. See Obs. 251. — (Form the feminine of the 
following adjectives.) — xiciif — Fersicasif — Decisif — Fensif — 
Massif — Positif — Negatif — Relatif — Productif—Instructif — 
Fugitif—Attentif- — Captif. 

5. Model: Bictionnaire. See Obs. 252, 253. — An anniversa- 
ry — An antiquary — The commentary— A dignitary — His itin- 
erary — The janissary — A missionary-^The notary — Her salary 
— The sanctuary — A vocabulary. 

6. Model: Nous peri'ssions. See Obs. 255. — We freed — We 
finished — We blackened — We reunited — We established. 

v. Model: Noircissant. See Obs. 256. — Freeing — Finishing 
— Perishing — Reuniting — Establishing. 

8. Model: Perir. See Obs. 257. — (Translate the following 
verbs into English.) — Abolir — Demolir — Polir — Accomplir — 
Bannir — Finir — Gam ir — Fournir — P u nir — Fleurir — No u r- 
rir — Laiiguir. 

9. Model: Nos cahiers. See Obs. 164. — Our aversion — Our 
shops — Our commerce — Our creditors — Our companion — Our 
dispositions — Our child — Our hopes — Our school — Our sons — 
Our fortune — Our grammars. 

10. Model: JVous entendions. See Obs. 258. — We waited — 
We stretched — We put — We pretended — We answered — We 
rendered — We followed — We suspended. 

11. Model: Attendant. See Obs. 259. — Hearing — Stretching 
— Putting — Pretf^nding — Answering — Rendering — Following — 
Suspending. 

12. Model: Impatiemment. See Obs. 260. — Elegantly — 
Constantly — Decently — Recently — Innocently — Evidently — 
Prudently — Negligently — Insolently — Differently. 

13. Models: Recreation — Recreer. See Obs. 262. — (Form 
French verbs from the following substantives.) — Obligation — ■ 
Association — Conciliation — Expia.fion — Variafion — Desolation 



TWELFfH LESSON. 157 

— Declamation — Proclamation — Affirmation — Formation — 
Transformation — Inclination — Dissipation — Usurpation — Se- 
paration — Occupation — Moderation — Operation — Penetration 
— Habitation. 

14-. Model: Sur des ■ grammaires et des dictionnaires. Syu- 
t.ix, 263. — Before the bouses and shops — On the quays and 
bridges — By his character and disposition — Without his defects 
and vices — With their father and mother — In inaction and lazi- 
ness — For Latin and Greek. 

15. Models: Nous per issions a'' ennui — JSfoircissant nos cahiers 
DE mots. Syntax, 265. — To daub (or to smear) with black — 
To be animated with ambition. 



PHRASES FOR COMPOSITION* 

TO BE TKAXSLATED INTO FRENCH. 

1. That boy has studied several grammars — 245, 

2. Several of these dictionaries are good — 24i^. 

3. The mother and daughters [filles, see 3d lesson, page 30, 
line 10) were looking at the shops — 248. 

4. They forgot that we were waiting/or them — 248, 258. 

5. They did not think o/[to] us— 248. 

6. The mother, above all, was very attentive — 251. 
V. Our father's conversation is instructive — 56, 251. 

8. She was sad and pensive — 251. 

9. Our children do not follow the foolish example of their 
companions — 207. 

10. That man has foolish ideas — 102, 103. 

11. lie gives a good salary to his workmen — 252, 253. 

12. The vocabuhiry of the words that you know \?> j^retty long 
[enough]— 252, 253,^36. 

13. We were waiting for the notary — 258, 252. 

14. We were finishing our lesson — 255. 

* See notes on page 13. 



158 TWELFTH LESSON. 

15. By freeing liimself from all restraint, Alexis grieved his 
father — 192, 256. 

16. He fell asleep after finishing his lesson— IV 9, 180, 192, 256. 
11. The examjDle of his conapanions softened his character — 

257, 196. 

18. The workmen are preparing [themselves] to demolish the 
bridge— 262, 3 80, 257. 

19. Where are om* copy-books? — 164. 

20. They are with our grammars — 164. 

21. We were waiting /or our companions — 258. 

22. He does not pronounce well, in answering [to] our ques- 
tions — 259. 

23. He could make a fortune by following the trade of his fa- 
ther— 192, 259. 

24. Has he forgotten what he [has] learned recently ? — 260. 

25. She wishes ardently to see you — 260, 187. 

26. He is [has] evidently right [reason] — 260. 

27. The house was elegantly decorated — 260, 262. 

28. We continue to learn words — 262. 

29. You know words enough to [for] converse with us — 36, 

39, 129, 262. 

30. Is he determined to go to Paris ? — 262, 52. 

31. Does he still occupy [always] the same house? — 262, 22, 

40, 41. 

32. All the houses were illuminated — 262, 53, 63. 

33. He used to stop before the houses and shops — 137, 263. 

34. With his character and disposition [dispositions] he would 
be useful to society — 263. 

35. He does not loiter as he did — 264. 

36. We like to see him study as he does — 264. 

37. Could he answer you ? — He could — 264. 

38. That man is ambitious, as you know — 264. 

39. Children, we believe, do not like to go to school — 264. 

40. She thinks that they are blamable, but we believe that 
they are not — 264. 

41. The poor boys were yawning with ennui — 248, 265. 

42. The workmen's sleeves were smeared with black — 56, 265. 



I 



THIRTEENTH LESSON. 169 



THIRTEENTH LESSON/^ 

FIEST DIVISION. PRACTICAL PAET. 

TEXT.** 

LITERAL TRANSLATIOir. 

Treizi^nie le^on. 

Thirteenth 

" Nos iiiaitrcs vonlaient que nous 

masters Avilled 

cushions flu ^out pour I'etude ; ils vou- 

had (subj.) study 

laient que nous en sentissions les 

of it felt (sulj.) 

avanfagres et que nous y Irouvassions du 

advanta^^es to it found {mhj.) 

plaisir ; snais ils ne savaient pas la rendre 

l^leasure knew to render 

atfrayanfe. lis s'6tonnaient que nous 

attractive wondered 

repondissions nial a de s^elies questions 

answered (>iuhj.) badly dry questions 

auxquelles nous ne coinprenions rien 

to which understood nothing 

I du tout. I lis exig-eaient que nous 

at all demanded 

Tussions attentiis, et ils nc nous parlaient 

were (•f>il>j.) attentive to us spoke 

que de clioses ennuyeuses.'' 

bnt tedious 

• See Ist note on imgo 117. ** Bee 2J nolo on ptigo 117. 



160 



THIRTEENTH LESSON. 



THE SAME m GOOD ENOLISU. 

" Our masters wislied us to have a taste for study ; they wauted 
us to feel its advautages and to find pleasure in it; but they did 
not know how to render it attractive. They wondered at our 
making wrong answers to dry questions that we did not under- 
stand at all. They insisted on our being attentive, though they 
spoke to us only on tedious subjects." 



QUESTIONS AND ANSWEES FOR CONVEESATION.' 

Quelle est cette le^on? 

Pour quoi les compagnons d'A- 

lexis n'avaient-ils pas de gout ? 
Qui est-ce qui n'avait pas de gout 

pour Tetude ? 
Qui est-ce qui voulait forcer ces 

jeunes gens a avoir du gout 

pour r etude? 
Que voulaient-ils faire sentir a ces 

jeunes gens? 
A quoi ces jeunes gens ne trou- 

vaieut-ils pas de plaisir ? 
Que trouve-t-on dans I'etude, 

quand elle est attrayante ? 
Qu'est-ce que les maitres de ces 

jeunes gens ne savaient pas 

faire? 
Comment les compagnons d'A- 

lexis repondait-ils aux questions 

de leurs maitres ? 
Comment etaient ces questions ? 
Les comprenaient-ils ? 



A quoi repondaient-ils mal? 

De quelles choses leurs maitres 

parlaient-ils ? 
Pourquoi ces jeunes gens n'e- 

taient-ils pas attentifs ? 



'O'est la treizieme. 
Pour Tetude. 

Les compagnons d' Alexis. 

Leurs maitres. 

Les avantages de I'etude. 

A I'etude. 

Du plaisir. 

lis ne savaient pas rendre I'etude 
attrayante. 

Mal. 



S^ches. 

lis n'y comprenaient rieu du tout. 



A de s^ches questions auxquelles ils 

ne comprenaient rien du tout. 
Dc choses ennuyeuses. 

Parce que leurs maitres ne par- 
laient que de choses ennuy eusea 



* See notes on page 2. 



THIETEEXTH LESSON. 



161 



SENTENCES FOR ORAL TRANSLATION.* 



TO BE TUKNED INTO ENGLISH. 

Quelle heure est-il ? 

II est qnatre heures. 

II est temps de suspeiidre notre 

etude. 
Youlez-vous faire nne prome- 
nade? 
Avec plaisir. 

Aimez-vous la promenade? 
Beaucoup. 
Vous Toyez bien cette maison? 

C'est celle de notre maitre d'e- 

cole. 
Xous y avons passe Lien des 

heures ennuyeuses. 
C'etait un bien brave homme que 

notre maitre. 
Mais il ne savait pas rendre Te- 

tude att ray ante. 
II voulait que nous eussions tou- 

jours la grammaire a la main. 
Rien n'est . ennuyeux comme la 

grammaire. 
C'est que vous n'avez pas Ic godt 

de Tetude. 
Ne croyez pas cela. 
Nous aimons tous Tctude, quand j 

elle est attrayante. I 

Mais nous ne pouvons pas I'aimer, | 

quand elle est scche et en- 

nuyeusc. 
Trouvez-vous du plaisir k ttudier 

la languc franraise ? 
Quelquefois, (juand la le<;on n'est 

pas longue. 



TO BE TUEXED INTO TREXCH. 

What o'clock is it ? 

It is four o'clock. 

It is time to suspend our study. 

Will you take a walk ? 

With pleasure. 
Are you fond of walking? 
Very. 

You see that house? It is our 
schoolmaster's. 

We have spent many tedious 

hours there. 
Our master was a very worthy 

man. 
But he did not know how to make 

study attractive. 
He wanted us always to have our 

gi-ammar in our hands. 
Nothing is so tedious as grammar. 

It is because you have no tasto 
for study. 

Do not believe that. 

We all like study, when it is at- 
tractive. 

But we cannot like it, when it is 
dry and tedious. 

Do you find any pleasure in 
studying the French language? 

Sometimes, when the lesson is not 
Ions. 



See note on pngo 8. 



162 THIRTEENTH LESSON. 



Comprenez-vous toutes les ques- 
tions qu'on Yous fait en fran- 
Qais ? 

Presqne toutes, quand on paiie 
doucement. 



Do you understand all the ques- 
tions which are put to you in 
French ? 

Almost all of them, when they 
are pronounced slowly. 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GRAMMA.TICAL PEGULIAETTIES IN THE TEXT. 

Of what gender is mattre ? ^ — 8. 
Of what gender are ffoiit and plaisir ? — 14. 
Of what gender are etude and chose / — 15. 
Of what gender is avantage? — 215. 
Of what gender is question ? — 09. 
What is the singular oinos? — 164. 

In what tense and of what person are ctonnaient and par- 
laient? — 250. 

What are the infinitives of etonnaient and parlaient '^ — 248. 

In what tense and of what person is voulaient? — 117. 

What is the infinitive of voulaient? — 117. 

What is the infinitive of savaient? — 11 7. 

In what mood is rendre ? — 121. m 

What is the masculine of attrayante? — 2. ^ 

What is the feminine of attentif? — 251. 

What is the masculine of ennuyeuses ? — 142. 



Treizieme is derived from treize, thirteen (44). 

Maitre, formerly maistre, is contracted, as well as the English 
word master, from the Latin magistei\ chief, commander, the 
radical of which is magis^ more, or onajor, greater. In English, 

• * See notes on page 17. 



THIKTEENTH LESSON. 163 

the letters gi have been suppressed from magister. In French, 
the letter g only was suppressed at first, and the final letters er 
were transposed ; later the s disappeared, and the suppression 
was indicated by means of the circumflex accent. 

266. The circumflex accent ('') often denotes in French that a 
letter has been suppressed after the vowel over which it is 
placed. That letter — generally an s — has been preserved in 
about forty English words, coming from the old French, as : 
Foret, forest; tempete, tempest; He, isle; mat, mast; hole, 
host, etc. 

267. There are also many French words ending in re, which 
have become English, sometimes with the same orthography, 
as : sabre, fibre, massacre, theatre, spectre, mitre, autre ; and 
sometimes by transposing the final letters, as : Ambre, amber ; 
chambre, chamber ; membre, member ; cidre, cider ; orcb-e, order ; 
offre, offer ; tigi-e, tiger ; ministre, minister ; monstre, monster ; 
lettre, letter, etc. 

Mistress is translated in French by maitresse, unless used as 
a title before the name of a person, when madame is the proper 
word. Ex. Mrs. B . . . , Madame B ... 

VouLAiEXT. See 117, 248. 

El'ssions is the first person plural of the past tense of the sub- 
junctive mood o{ avoir. 

Gout comes from the Latin gustus, taste. Its principal de- 
rivatives are: The verb gouter, to taste; the substantive goiiter, 
luncheon; c/^you^, disgust; de gouter, to disgust; degoutani, cMs- 
gusting; and ragout, made dish. 

Etude is the radical of etudier, seen in the eighth lesson. 

268. § 1. En is a relative pronoun, which sometimes refers to 
persons, but is more frequently applied to things. It is invariable 
and of both genders and numbers. 

§ 2. It is generally equivalent to de la, de cela, de lui, d^ellc, 
d'fux, d'elles, and in consequence is rendered in English by 
thence, of that, of him, of her, of it, of them, or, from that, bg 
that, with that, etc. 

§ 3. In speaking of things, it is often substituted for the pos- 
, 8es,sivo adjectives son, sa, ses, leur, and leurs, and then it cor- 
responds to its and their. 



164 THIRTEENTH LESSON. 

§ 4. It is sometimes partitive and signifies some or any^ 
as : " /Z EN avait^ he had some ; II tz'en a^;a^7 pas, he had not 
any." 

Sentissions is the first person plural of the past tense of the 
subjunctive mood of sentir, seen in the eleventh lesson. Sentir 
is irregular in some of its forms, but not in the past tense of the 
subjunctive. 

269. The first person plural of the past tense of the subjunctive 
mood of verbs ending in ir in the infinitive, is formed by chang- 
ing this termination into is3-ions (196, § 2). 

AvANTAGE is of the mascuhne gender (215). 

270. Y, as a relative pronoun (195), is of both genders and 
numbers. It signifies to that, to him, to her, to it, to them, or in 
that, on that (24). It is more especially used in speaking of 
things, and very seldom refers to persons. 

Trouvassions is the first person plural of the past tense of the 
subjunctive mood of trouver, which comes from the Italian tro- 
vare, to find. 

271. The first person plural of the past tense of the sub- 
junctive mood of verbs ending in er in the infinitive, is formed 
by changing this termination into assions. 

Plaisir is one of the dei'ivatives of plaire, seen in the tenth 
lesson. 

Savaient is a form oi savoir (llV, 248). 

La, before the verb rendre, is the feminine of the pronoun le 
(27). 

Rendre has been seen in the tenth lesson. 

Attrayant is derived from the old verb attraire, which is now 
obsolete, having been supplanted by attirer, to attract, allure, en- 
gage. 

S'etonnaient is a form of the verb s'etonner, to wonder (248), 
derived from tonner, to thunder, from the Latin tonare, to thun- 
der, the princi^Dal derivatives of which are : Etonnant, astonish- 
ing; etonnement, astonishment; detoner, to detonate; and ton^ 
nerve, thunder. 

Repondissions is the first person plural of the past tense of 
the subjunctive mood of repondre, seen in the sixth lesson. 

272. The first person plural of the past tense of the sub- 



THIRTEEXTH LESSON. 165 

iunctive mood of verbs ending in re in the infinitive, is formed 
by changing this termination into issions (269, 27 1, 121). 

Mal, ill, or badly, comes from the substantive mal, evil, ill, 
harm, mischief, pain, ache, sore, disease, from the Latin malum, 
evil. 

Seche is the irregular feminine of the adjective sec, coming 
from the Latin siccus, dry. 

Question is derived from the old verb querir, to fetch, which 
comes from the Latin qucerere, to seek. The principal derivatives 
of querir are : Acquerir, to acquire ; conquerir, to conquer ; re- 
querir, to require; and- a number of other words alike, or nearly 
so, in both languages, as : Questionner, to question ; quete, quest, 
search; con^ife^e, conquest ; <??^5'^^l^e, inquest ; inquisiteur,m(]}xi?>- 
itor ; acquisition, inquisition, requisition, etc. 

Auxquelles is a combination of the compound article aux 
(140) with the pronominal adjective quelles (71). See also 165. 

Comprenions is the first person plural of the imperfect tense 
of comprendre, which is derived from prendre, to take, men- 
tioned in the seventh lesson. Prendre is an irregular verb. In 
the imperfect tense, its irregularity consists in the suppression of 
the letter d, thus : nous pren-ions, instead of nous prend-ions, we 
took (258). Comprendre (75), being derived ivom 2)rendre, has 
the same irregularity. 

273. The derivatives of irregular verbs are generally conju- 
gated like their radicals. 

RiEN comes from the Latin res, thing. When used without 
the negative ne, it usually corresponds to thing, or any thing, as : 
" Y a-t-il rien de plus beau? Is there any thing more beauti- 
ful ? " But it is much more frequently used with ne, and signi- 
fies nothing. 

Du TOUT, formed of the compound article du (143) and the 
substantive tout, mentioned in the first lesson, is an adverbial 
form, joined to pas, point, not, and rien, to render the negative 
more emphatic. It corresponds to at all. 

PlxiGEAiENT is the third person plural of the imperfect tense of 
exiger (248). In this verb, the vowel e, which is mute, is inter- 
posed between the radical part exig and the termination aient — 
exigeaicnt instead of exigaient — in-ord(.T to preserve the soft 



166 THIRTEENTH LESSON. 

sound of g^ this letter being hard before the vowels a, o, u in 
French, as in English. 

274. In the conjugation of verbs ending in ger, the g is 
always followed by e mute before the vowels a, O. 

FussiONS is the first person plural of the past tense of the sub- 
junctive mood of Hre. 

In this lesson, examples have been seen of the first person 
plural of the past tense of the subjunctive mood, in the three 
regular forms of conjugation, and the auxiliary verbs, in the 
phrases : 

" lis voulaient que nous y trouv assigns du plaisir^'' 

'■^ lis voulaient que nous sentissio^s les avantages.^'' 

" lis s'' etonnaient que nous repondissiONS mal^ 

" Us exigeaient que nous fussions attentifsr 

" lis voulaient que nous eussions du goiit^ 

Attentif is one of those adjectives which become English by 
changing z/into ive (46). 

Nous, which has hitherto been translated by we^ signifies to us 
in the phrase " lis nous parlaieiit^ 

275. Nous is an invariable personal pronoun, which is some- 
times the subject, sometimes the direct, and sometimes the indi- 
rect regimen of the verb. It corresponds to we, us, to us, our- 
selves, to ourselves. 

Parlaient is the imperfect tense of parler (248), which comes 
from the Italian parlare, to speak. The principal derivatives of 
parler are : Parle ur, speaker ; parloir, parlor ; parole, word, pa- 
role ; parlant, speaking, expressive ; parlement, parliament ; par- 
lementer, to parley, to come to terms ; and parlementaire, parlia- 
mentary. 

Ennuyeuses is derived from ennui, seen in the twelfth lesson. 



THLEX^ENTH LESSON. 167 



SYNTAX. 

Why are the verbs eussions, senfissions, trouvassions and 
fusfsions in the subjunctive mood ?* — 81. 

AVhy are they in the past tense of the subjunctive?— 83. 

AVhy do we say '' Du gout pour i: etude,'' and not "i>w gout 
pour etude?"" — 35. 

Why is y placed before trouvassions? — 201. 

Why is la placed before rendre ? — 43. 

Why is the adjective attraijant used with its feminine form, 
attrayante? — 33. 

Why would it be incorrect to substitute a qui for auxquelles 
in the phrase : " De seches questions auxquelles nous ne compre- 
nions rien du tout?'' — 172. 

Why are the verbs voulaient, savaient, s'^tonnaient, compre- 
nions, exigeaient, and parlaient, in the imperfect tense and not in 
the past tense definite ? — 134, 137. 

Why is nous before par laient ? — 43. 

Wliy is it not correct to say " Des seches questions ?" — 103. 

How should the words in this phrase be disposed, in order to 
employ des correctly ? — 103. 



JVos maitrcs voulaient. 



276. The verb vouloir is much more frequently used than 
iLs English equivalent to will. It often corresponds to the verbs 
to want and to wish, as : " Que voulez-vous ? What do you 
want? Voulez-vous lui parler? Do you wish to speak to 
him?" 



Us voulaient que nous en scntissions les ava.ntages 

This can be rendered by " They loanted us to feel its adi\ 
tages." 



See notes on page 17. 



168 THIRTEENTH LESSON. 

277. AVhen its and theh' refer to a thing whicli is not the sub- 
ject of the proposition, they are rendered by en. 

278. En, when it is a pronoun (268, §§ 2, 3, 4), is always 
placed before the verb, except in the imperative mood. 



mtude a ses avantages. 

279. When the thing to which its or their relates is the sub- 
ject of the phrase, these words are rendered by son^ sa, ses, leur, 
or leurs. 



Nous parlous de ses avantages. 

Let us suppose that in this phrase ses refers to etude. This 
substantive is not the subject; nevertheless, ses is employed 
instead of en, because it is preceded by the preposition de. 

280. Even when the thing is not the subject of the phrase, its 
and theii^ must be rendered by son, sa, ses, leur, or leurs, when 
they are governed by a preposition. 



lis ne savaient pas la rendre attrayante. 

281. " To know how to do a thing'''' is generally expressed in 
French by " Savoir faire une chose.''^ The adverb comment, 
which would be the translation of how, is usually omitted. Sa- 
voir, followed by an infinitive, is often used also when can or 
could is employed in English, as : " Savez-vous lire ? Can you 
read? Nous savons parler, we can speak" (188). 



lis s^etonnaient que nous repondissions nial. 

282. The subjunctive mood is used after verbs which, in a 
principal proposition, express surprise, admiration, doubt, or fear. 



THIETEENTH LESSON. 



169 



LEXICOLOGY. 



Many words ending with re are the same in both languages, 
and those ending with er generally change er into re in French. 
Ex. Fibre, ^6re; letter, leitre. See Obs. 267. 



ADDITIOXAL WORDS* 



Exqnis^ 

MngiHtrat^ 

JIaire., 

Maitre-iTJiotel^ 

Maitre es-arts^ 

Malade^ ^ 

Maladie^ 

Makul re-use, 

Maladroit^ 

Malheur^ 

Malheureux^ 

Mtcliancete^ 



Auction. 

Exquisite. 

Magistrate. 

Mayor. 

Steward. 

Master of arts. 

Ill, sick. 

Malady. 

Awkwardness. 

Awkward. 

Misfortune. 

Unhappy. 

Bad. 

Wickedness. 



Mechant^ 

Mecontent^ 

Mecontenter^ 

Medire^ 

Mediaance^ 

Mefiance^ 

Mepris^ 

Mcprise^ 

Mepriser^ 

JIesaUia?icc^ 

Paratonnerre^ 

Petit-maitre, 

Secher, 

iSecheress'' 



Wicked. 

Discontented. 

To dissatisfy. 

To slander. 

Slander. 

Mistrust. 

Contempt. 

Mistake. 

To despise. 

Misalliance. 

Lightning-rod. 

Fop, coxcomb. 

To dry. 

Drought. 



EXEBCISES 

UrOX THE GHAMMATICAL 0BSERVATI0X3 AXD UPOX THE EULES OF 
SYNTAX.** 

1. Model: Ma'itrc. See Obs. 2GG.— (Translate into English.) 

— Conqiii'tc — Foret — Hate — Ilonnete — HdjAtal — Hotc — Interet 
— He — Mdl — Pate — Platre — Tempete. 

J. Model: Maitre. See Obs. 267.— (Translate into French.) 

— Amber — Cl^amber — September — October — November — De- 
cember — Member — Sober — Cider — Tender — Cylinder — Order — 
Offer — Coffer — Tiger — Proper — Diameter — Barometer — Arbiter 
— Filter — Minister — Letter — Neuter. 



See note on page 11. 



•• Sec note on page 12. 



170 THIRTEENTH LESSON. 

3. Model: En. See Obs. 268, §§ 2, 3, 4.— He was drawn 
from thence — We speak of that — He freed himself from it — He 
speaks of him — We speak of hei- — I'hey speak of them — We ad- 
mire its shops — We understood their influence — We have some 
— Has he any ? — He does not give any. 

4. Model : Que nous sentiasions. See Obs. 269. — That we 
should or might assail — That we should or might free — That we 
sliould or might finish — That we should or might blacken — 
That we should or might perish — That we should or might re- 
unite. 

5. Model: Y. See Obs. 270. — He has contributed to it — 
He lives (dwells) in it — We think of that — He finds some pleas- 
ure in them. 

6. Model: Que nous trouvassions. See Obs. 271. — That we 
should or might call — That we sliould or might admire — That 
we should or might love — That we should or might cease — That 
we should or might give — That we should or might desire — 
That we should or might examine — That we should or might 
study — That we should or might imagine — That we should or 
might forget. 

7. Model : Que nous repondissions. See Obs. 272. — That we 
should or might wait — That we should or might hear — That we 
should or might stretch — That we should or might pretend — 
That we should or might render — That we should or might fol- 
low — That we should or might suspend. 

8. Models: Nous comprenions — Appris. See Obs. 273 (and 
7th lesson, page 83, from line 13.) — We took — We learned — 
AVe undertook — We took back — We surprised — Taken — Under- 
stood — Undertaken — Taken back — Surprised. 

9. Model: JExigeaient. See Obs. 274. — Correcting — We cor- 
rect — He corrected (imperfect tense) — They corrected (imperfect 
tense) — He corrected (past t. definite) — That he might correct 
(past t. of the subj.) — That we might correct. 

10. Model : lis ^ous parlaient. See Obs. 275. — We speak — 
She saw us — He speaks to us — W^e love ourselves — We talk to 
ourselves. 

11. Model: JVos maitres voulaient. Syntax, 276. — He 
wanted to see you — We wish to learn our lesson — He wants 



THIKTEENTU LESSON. 171 

to be the master at home — They wished to take [to make] a 
walk. 

12. Model: lis ne savaient pasla rendre attrayante. Syntax, 
281. — You know how to persuade her — He knew how to find 
the necessary things [necessary] — They knew how to please [to] 
their masters — What can you do ? — He could do all sorts of 
things. 

13. Model: Us s'etonnaient que nous repondissions mal. Syn- 
tax, 282. — He wonders that we do not render justice to this 
poet — He wondered that we did not render him justice — They 
wonder that we have faults — They wondered that we had faults. 



PHRASES FOR COMPOSITION* 

TO BE TRANSLATED INTO FRENCH. 

1. Our host was superstitious — 2G6, 141. 

2. There was a house in the forest — 218, 26G. 

3. He said that there were spectres in that house — 218, 267. 

4. Where is our chamber? — 267. 

6. Our companion is going to the theatre — 85, 267. 

6. What does he think of this offer — 267. 

7. Our fathers wanted us to finish our studies — 276, 269. 

8. They did not know that we were dying with [perishing 
of] ennui — 269.* 

9. He loves study; he finds pleasure in it, because he appre- 
ciates its advantages— 270, 277, 278, 262. 

10. He loves his master, because he appreciates his qualities — 
262. 

1 1. She heard our questions and she answered [to] them — 270. 

12. This dictionary is good ; we find all the words in it — 270. 

13. Our master wanted us to speak French — 276, 271. 

14. They wanted us to wait for them — 276, 272. 

* S«e notes on page 13. 



172 THIRTEENTH LESSON. 

15. He did not think that we heard him — 272. 

16. They wanted us to follow them into all the shops — 276, 
272. 

17. We took that young man for an artist — 273 (and 7th les- 
son, page 83, from hne 13). 

18. We were learning our lesson — 273 (and 7th lesson, page 
83, from line 13). 

19. We used to undertake many things that we did not finish 
— 273 (and 7th lesson, page 83, from line 13.) 

20. We correct our children — 274. 

21. By correcting them, we make [render] them better — 192, 
274. 

22. If we require [exact] more than that, he will give us noth- 
ing— 274, 275. 

23. Why does he not answer us? — 275. 

24. We wish to persuade ourselves that we have a taste for 
study— 276, 275. 

25. There is a gentleman who wants to speak to you — 218, 276. 

26. Does he wish to see the house? — 276. 

27. This poem is sublime; we admire its beauties — 277, 278. 

28. He studies the French language ; but he does not like its 
difficulties— 277, 278. 

29. That poet thought that his compositions were sublime ; 
he did not see their faults — 277, 278. 

30. This poem has its beauties — 279. 

31. The French language has its difficulties — 279. 

32. His compositions had their faults— -279. 

S3. We admire this poem ; we like to speak of its beauties — 
188, 280. 

34. He likes the French language; he is not stopped by its 
difficulties— 280. 

35. She did not know how to persuade him — 281. 

36. You do not know how to guide the workmen — 281. 

37. Can you read Greek? — 281. 

38. Can you speak French? — 281. 



FOURTEENTH LESSON. 173 



FOURTEENTH LESSON.* 

FIKST DIVISION. PEACTICAL PAKT. 

TEXT.** 

LITERAL TRANSLATION. 

Quatorzi^iue lecoii. 

Fourteenth 

" i¥ous voila libres ! Owi, nous le soiumei^ 

Us beliold free Yes "\ve so are 

en On ! Powrquoi ne joiiirion§-nou!$ pas dc 

at length should enjoy 

nos beaux jours ? Pourquoi perdrions- 

fine should lose 

nous des nionaents precieux ? IVous aurions 

Hioinents precious should have 

^rand tori. Faul-il etre ^ravc et raisonna- 

great Must it grave reasona- 

ble a tout agre ? i¥on, non ! l^ivertissons- 

hle age No Let us divert 

nous. i\os parents ont eu leur temps ; 

ourselves parents have their 

aujourd'kui c'est | le notre. | i\'attendons 

to-day ours Let us not Avait 

pas que nous soyons trop vieux pour 

till be too old 

S^outer uac Tranche ^aiete. IV'ayons nulle 

ta>te frank niirtli Let us have no 

autre pensee que celle de nous aniu!<ier.'' 

than to amuso 

• Seo 1st note on pajjo 117. ** Sco 2cl note on pago 117. 



174 



FOURTEENTH LESSON. 



TEE SAME IN GOOD ENGLISH. 

" Now we are free ! Yes, w^e are so at last ! Why should 
we not enjoy our happy days ? Why should we waste our pre- 
cious moments ? We should be very wrong to do so. Is it 
necessary to be grave and steady at every age ? No, no ! Let 
us divert ourselves. Our parents have had their day ; it is ours 
now. Let us not wait till we are too old to indulge in un- 
feigned mirth. Let us have no other thought th^n that of 
enjoying ourselves." 



QUESTIONS AND ANSWEES FOR CONVERSATION." 



Quelle est cette lecjon ? 

Les compagnons d' Alexis etaient- 
ilslibres? 

Comment etaient les compagnons 
d'Alexis? 

De quoi voulaient-ils jouir ? 

Qu'est-ce qu'ils ne voulaient pas 
perdre ? 

Comment trouvaient - ils leurs 
jours? 

Comment trouvaient-ils leurs mo- 
ments ? 

Pensaient-ils qu'il fut bon de per- 
dre leurs moments precieux ? 

Comment ne faut-il pas 6tre a 
tout age ? 

Que repondaient-ils a cette ques- 
tion : Faut-il etre grave et rai- 
sonnable a tout age ? 

Quelles etaient les personnes qui 
avaient eu leur temps ? 

Qu'est - ce que leurs parents 
avaient eu ? 



C'est la quatorzieme. 
Oui, ils I'etaient enfin. 

lis etaient libres. 

De leurs beaux jours. 
Des moments precieux. 

lis les trouvaient beaux. 

lis les trouvaient precieux. 

iSTon, ils pensaient qu'ils auraient 

grand tort de les perdre. 
Grave et raisonnable. 

Non, non! Divertissons-nous. 

Leurs parents. 

lis avaient eu leur temps. 



I 



See notes on page 2. 



Que disaient les compagnons 

d' Alexis, k cette occasion ? 
Qu*est-ce qu'on ne godte pas, 

quand on est trop vieux ? 
Quand ne goute-t-on pas une 

franclie gaiete? 
Quelle etait la seule pensee qu'ils 

Youlaient avoir ? 



FOUETEENTH LESSON^. 175 

Aujourd'hui c'est lo notre. 



Quand on est trop vieux. 
Celle de s'amuser. 



SENTENCES FOR OEAL TRANSLATION.* 



TO BE TURNED IXTO ENGLISH. 

Bonjour, monsieur, comment cela 
va-t-il? 

Bien, et vous? 

Assez bien. Et comment va mon- 
sieur Delatour ? 

II a eu une petite indisposition 
I'autre jour, mais il va bien au- 
jourd'hui. 

11 iait bien beau. 

Oui, il fait un temps superbe. 

Est-ce que vous demeurez k 
Paris? 

N"on,,nous y somraes seulement 
en passant. 

\'(jus y amusez-vous? 

Oui, beaucoup, Xous y passons 
notre temps a nous divertir. 

Nous frcquentons toutes les pro- 
menades et tous les theatres. 

Xous nous perdons quelquefois 
dans les rues. 

M:iis noussavons nous faire com- 
prendre. 

^'ous parlez fort bien. 



TO BE TCBNED INTO FEEXCH. 

Good day, Sir, how are you? 

TVell, and how are you? 

Pretty well. And how is Mr. 

Delatour ? 
He had a slight indisposition the 

other day, but he is well now. 

It is very fine weather. 
Yes, the weather is beautiful. 
Do you live in Paris ? 

"No, we are here but momenta- 
rily. 

Are you amused here ? 

Yes, very much. We spend our 
time here in diverting our- 
selves. 

We visit all the public walks and 
the theatres. 
j Wo sometimes lose our way in 
I the streets. 

But we know how to make our- 
selves understood. 

You speak very well. 



* Sco note on page 3. 



176 



FOURTEENTH LESSON. 



Yous avez beanconp dindul- 
gence. 

JSTon, vrainient. Ce n'est pas im 
compliment. 

Monsieur, que voila, est un com- 
pagnon de voyage. 

Parle-t-il frangais? 

11 le parle un peu. 

Si vous lui parlez, il yous repon- 
dra. 

Parlez-vous franc^ais, monsieur? 

Fort mal, monsieur. 

Comprenez-vous notre conversa- 
tion ? 

Oui, monsieur, parce que vous 
parlez doucement. 

Y a-t-il longtemps que vous ap- 
prenez le fi-auQais. 

Non, monsieur, il n'y a pas long- 
temps. 

Yous avez un compagnon de 
voyage qui, sans doute, vous 
donne des legons ? 

Oui, monsieur. Nous parlons 
fran^ais une heure tous^ les 
jours. 

C'est la meilleure des IcQons. 



You are very indulgent. 

No, indeed. It is not a compli- 
ment. 

That gentleman is a fellow-trav- 
eller. 

Does he speak French? 

He speaks it a little. 

If you speak to him, he will an- 
swer you. 

Do you speak French, Sir ? 

Yery imperfectly. Sir. 

Do you understand our conver- 
sation ? 

Yes, Sir, because you speak 
slowly. 

Have you been learning French a 
long time? 

N o. Sir, not a long time» 

You have a travelling companion 
who gives you some lessons 
undoubtedly ? 

Yes, Sir. We speak French for 
an hour every day. 

It is the best lesson. 



SECOND DIVISION. 



-THEOEETICAL PART. 



ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIAEITIES IN" THE TEXT. 

Of what gender are jours, tort, and temps ?^ — 14. 
Of what gender is pensee ? — 15. 
Of what gender is age? — 215. 
Of what gender is gaiete? — 241. 



i 



* See notes on page 17. 



FOrRTEENTII LESSON. 177 

What is the feminine oilihre, grave, and raisonnahle? — 6. 
Why do not precieux and vieux take an s in the plural I — 158. 
What is the feminine oi grand? — 2. 
What is the plural of temps? — 17. 
In what mood are etrc, gouter, and amuser ? — 121. 
IIow do you know that le is a pronoun and not the article in 
" nous LE sommes ? " — 27. 

What is the sinofular of nos? — 164. 



QuATORzitME comes from quatorze, fourteen (44). 

283. Voila is a contraction of two w^ords : vols, the second 
person singular of the imperative mood of voir, to see, to behold, 
mentioned in the second lesson, and la, there; so that its literal 
meaning- is behold there. There is a corresponding word, voici, 
which is also in frequent use ; it is a contraction of vols ici, be- 
hold here. These expressions correspond to there is, thej-e are, 
here is, Jiere are, this is, that is, these are, those are, or behold, as : 
" P^oi/d un honnne, there is a man ; Voici lui dictionnaire, here 
is a dictionary ; Vodd des cahiers, there are some copy-books ; 
Voici un exemple, this is an example; Les voici, here they 
are ; La voila, there she is ; Le voila sur le pont, behold him 
on the bridge." Sometimes they require a different construction 
in English, as : " Voila une heiire que nous parlous, we have been 
speaking this hour." But this will be seen later. 

Libre comes from the Latin liber, free. Its principal deriva- 
tives are : Lib6rer, to liberate ; liberty, liberty ; libdraliti, liberal- 
ity ; liberateur, liberator ; liberal, liberation, etc., etc. 

Oui is derived from the old verb ouir, to hear, which comes 
from the Latin audire, probably through the Spanish oir, to 
liear. The literal sense of oui is therefore heard, the past parti- 
ciple of ouir. It is now used as the adverb of affirmation yes. 
liy a singular coincidence, ogez, the second person of the imper- 
ative mood of ouir, used in England at the commencement of a 
proclamation, is pronounced yes. 

Sommes is the first person plural of the present tense of the in- 
dicative mood of etre. 

8* 



178 FOUETEENTH LESSON. 

Enfin is formed of en^ in, and Jin^ end, mentioned in the 
tenth lesson. It corresponds to at length, at last, and m short. 

JouiRiONS is the first person plural of the conditional mood - 
of jouir, the principal derivatives of which are : Joie, joy ; jouis- 
sance, enjoyment ; jovial, jovial, jocund ; joyeux, joyous ; se re- 
jotiir, to rejoice; and r^jouissance, rejoicing, merry-making. 

284. The first person plural of the conditional mood of verbs 
ending in ir in the infinitive is formed by adding ions to this 
termination. 

JouiR is a neuter verb in French ; it requires the preposition 
de after it. 

Beaux is the plural of beau, the masculine of belle, seen in the 
eighth lesson. 

285. Adjectives ending in au form their plural in X instead 
of s (232). 

Perdrions is the first person plural of the conditional mood 
of per d re. 

286. The first person plural of the conditional mood of verbs 
ending in re in the infinitive, is formed by changing the final e 
into ions (284). 

Moment comes from the Latin momentum. It is the same in 
both languages (45). 

Precieux is derived from prix, price, cost, value, worth, prize, 
reward, which comes from the Latin pretium, price. 

AuRiONS is the first person plural of the conditional mood of 
avoir. 

Grand is the radical of grandeur, seen in the fourth lesson. 

Il FAtJT is the third person singular of the present tense of the 
indicative mood of falloir, must, or to be necessary, to be requi- 
site, which comes from the Latin fallere, to be missing or 
wanting. 

287. Falloir is an irregular impersonal verb, used only in 
the third person singular. 

The past participle of this verb is . . Fallu. 

The present tense, indicative mood . . Ilfaut, 

The imperfect tense II fallait (111). 

The past tense definite Ilfallut. 

The future tense Ufaudra. 



I 



FOURTPJKNTH LESSON. 170 

The conditional mood H- faudrait. 

The present tense, subjunctive mood . Qwil faille. 

The past tense Quilfallut. 

It has no present participle and no imperative mood. 

Grave is the same in French as in English, and means in 
both languages serious and low. The latter signification is, how- 
ever, more particularly confined to music, speaking of the deep 
bass notes of the human voice, or of an instrument. 

Raisonnable is one of the derivatives of raison, seen in the 
third lesson. 

288. In the derivatives of words ending in on, the n is 
doubled, as in raisonnahle^ fi'om'raisoii ; pardonnahle, ivom. par- 
don. 

Age comes from the Latin cBvum, time, duration, or the Greek 
diojv, age. Its only derivative is age^ aged, old. 

289. Non, from the Latin non^ no, is the adverb of negation, 
and signifies ?io, not. The negation ne and the conjunction ni, 
neither, nor, are only diflerent forms of non. 

Non corresponds also to the prefixes wn, in, non, and as such 
enters into the formation of a number of words which can be 
easily understood, as : Non-paiement, non-payment ; nonpareil, 
unequalled; non- residence, non-residence; non-sens, nonsense, 
etc., etc. 

Divertissoxs is the first person plural of the imperative 
mood of divertir. 

290. The first person plural of the imperative mood of verbs 
ending in ir is formed by changing this termination into 
iss-ons (19G, § 2). It is similar to the same person of the pres- 
ent tense of the indicative mood. 

Parent comes from the Latin 2Jare7is, parent. It is used in 
French, not only in the English sense of parent, but also of rela- 
tion or kinsman. 

Ont is the third person plural of the present tense of the in- 
dicative mood of avoir. 

Examples have now been seen of the third ikm-soii plural of the 
present tense of the indicative mood in the three regular forms 
of conjugation and the two auxiliary verbs, in the following 
phrases : 



180 FOUETEENTH LESSON. 

'^ Bien des gens sHmagin-s.^T avoir le feu sacr^^ — lltli lesson. 

'"'• Beaucoup d'entre eux ^i^iissent par se persuader y — 10th 
lesson. 

" Za plupart des paresseux pretend^'si Ure poetes.^'' — 10th 
lesson. 

'-'' Les proverhes sont g^n^ralement vrais^ — 1st lesson. 

'•^ Nos parents ont eu leiir tempsT — 14th lesson. 

The two words ont eu, corresponding to have had in English, 
form a compound tense, called in French grammar the past 
tense indefinite, and in English grammar the perfect tense. It 
has been seen already (96) that the compound tenses in French 
are formed in the same manner as in English. Most of them 
in consequence require no particular mention. The tense now 
under consideration is the only one which presents any difficulty 
to an English student. 

291. The past tense indefinite is used not only in speaking 
indefinitely of any thing past, or of an action done at a period of 
time which is not completed, as the English perfect tense is used, 
when we say : " / have finished my letter, He has travelled 
much this year ; " but the use of this tense is authorized also in 
reference to that time which is entirely elapsed. It is not there- 
fore incorrect, as it would be in English, to say : " // a vu son ami 
hier, he has seen his friend yesterday ; II lui a parle V autre 
jour, he has spoken to him the other day" (139). 

Leur is the singular of leurs, seen in the sixth lesson (152). 

Aujourd'hui is an adverb formed of four words : Au jour de 
hui, at the day of to-day. The last word hui, which is obso- 
lete, comes from the Latin hodie, to-day. Aujourd''hui is not al- 
ways used for this very day ; it often signifies noio, at the present 



292. Notre is a possessive pronoun, derived from the pos- 
sessive adjective 7Wtre (164). It is almost invariably preceded by 
le, la, or les, according to the gender or number of the substan- 
tive to which it refers (132), thus: le notre, la nbtre, les ndtres. 
These three forms correspond to the English word ours (126). 

Attsndons is the first person plural of the imperative mood 
of attendre. 

293. The first person plural of the imperative mood of verbs 



FOURTEENTH LESSON. 181 

ending in re in the infinitive, is formed by changing this termi- 
nation into ons. It is similar to the same person of the pres- 
ent tense of the indicative mood (290). 

SoYONS is the first person plural of the present tense of the 
subjunctive mood of ^tre. 

Trop, from the Italian tropjJO, excessive, is an adverb cor- 
responding to too, too much, and too many. 

ViEux comes from the Latin vetus, old. This adjective has 
another form, vieil, which is sometimes, but not invariably, used 
before a substantive beginning with a vowel or an h mute, as : 
" Un vieil ami, an old friend ; un vieil homme, an old man." Its 
feminine is vieille. The principal derivatives are : Vieillard, 
old man ; vicillesse, old age ; and vieilli?; to grow old. 

GouTER is derived from ffotit, seen in the thirteenth lesson. 

Franche is the irregular feminine o^ franc, mentioned in the 
fifth lesson. 

Gaiete, which is also spelled f^ait^, is derived from the adjec- 
tive ffai, which comes from the Italian gaio, gay. 

Ayoxs is the first person plural of the imperative mood of 
o voir. 

NuLLE is the irregular feminine of the adjective mtl, wliich 
comes from the Latin nullus, no. This adjective, corresponding 
to no, not any^ none, nobody, is often used as a synonym of au- 
cun (240). The French say indifferently : ^^ N'ayons aucune 
autre pens^e," or ^^ N^ayons nulle autre pens^^e." Nul also sig- 
nifies null, void, or invalid. 

Amuser is derived from muser, to loiter, to trifle, which comes 
from the Italian musare, having the same meaning. ' Its prin- 
cipal derivatives are Aniusant, amusing, and amusement, which 
is the same in both languages (45). 



182 FOURTEENTH LESSON. 



SYNTAX. 



Why would it be incorrect to say " Nous les sommes,'" instead 
of " Nous LE sommes / " *— 224. 

Why is nous placed after jouhions and perdrions in the 
phrases " Pourquoi ne jouirions-nous pas, Pourquoi perdrions- 
_ nous r'— 40. 

Why do we not say " Jouirions-nous ne pas^' instead of " Ne 
jouirions-nous pas ? " — 42. 

Why is heaux in the plural? — 33. 

Why is des, and not de^ used before moments pr^cieux ? — 103. 

Would it be correct to say " des pr^cieux moments ? " — 103. 

Why is the verb Hre in the subjunctive mood in the phrase 
'''• Nattendons pas que nous soyons trop vieux ?" — 244. 

Why do we employ the injfinitive, and not the present participle 
of the verb amuser, in the phrase " Que celle de nous amuserP'' 
—129. 



Nous voila. 



294. The personal pronoun which preceaes voila and voici, is 
the regimen of these words, which signify behold (283) : conse- 
quently we say, le voila, la voila, there he is, there she is, and 
not, il voila, elle voila. This is not apparent with the pro- 
nouns nous and vous, which are invariable (275). 



Nous aurions tort. 

295. There are various states, dispositions, and sensations both 
of body and mind, expressed in English by the verb to he, joined 
to an adjective, which are generally rendered in French by 

* See notes on page 17. 



FOURTEENTH LESSON. 1S3 

means of the verb avoir, with a substantive, as : To be wrong, 
avoir tort ; to be right, avoir raison ; to be warm, avoir chaud ; 
to be cold, avoir froid ; to be hungry, avoir f aim ; to be thirsty, 
avoir soif ; to be ashamed, avoir honte ; to be afraid, avoir 
peur. 



Fautil qu'on soit grave? 
Faut-il etre grave ? 

296. The verb fa.lloir, being impersonal, is generally followed 
by the subjunctive mood (130). However, in phrases in which 
the subject is undefined and may be anybody, the verb that fol- 
lows falloir may be employed in the infinitive mood, or in the 
subjunctive, with the indefinite pronoun on (61) as a subject. 
Even when the subject is the person speaking or spoken to, the 
infinitive is sometimes used, as : " Faut-il attendre ? Must I wait, 
or. Must we wait? II faut attendre, you must wait." 



Dicertissons-nous. 

297. In the imperative mood, the personal pronoun, which is 
ihe regimen of the verb, is placed after it, when the phrase is not 
negative. 



Ne nous divertissons pas. 

298. But when the phrase is negative, the pronoun precedes 
the verb. 



LEXICOLOGY. 

A number of words beginning with the prefix non, which 
corresponds to un^ in, and on in English, can be easily under- 
stood. Ex. Non-paiemcnt, non-payment ; nonpareil, unequalled, 
etc. See Obs. 289. 



184 



FOURTEENTH I.ESSON. 



ADDITIONAL WORDS* 



Aneantir^ 


To anniliilate. 


Negligei\ 


To neglect. 


Aneantissemeiit^ 


, Annihilation. 


Jsegoce., 


Trade, business. 


Annihiler^ 


,To annihilate. 


Negociant^ 


Merchant. 


Annulei\ 


To annul. 


Negociateur. 


, Negociator. 


Appreciei\ 


To appreciate. 


N€gociei\ 


To negociate. 


Deprecier^ 


To depreciate. 


Ni, 


Neither, nor. 


Egayei\ 


To enliven. 


l^ier^ 


To deny. 


Enjoue^ 


Playful. 


Oiti-dire^ 


Hearsay. 


Enjoxiemeni^ 


Sprightliness. 


OiCie^ 


Hearing (faculty). 


Eperdii^ 


Distracted. 


Parente^ 


Kindred. 


Eperdument^ 


Desperately. 


Perte, 


Loss. 


Momentane^ 


Momentary. 


Sinoii^ 


If not. 




EXEECISES 




UPON THE GRAMMATICAL OBSERVATIONS AND 


UPON THE RULES OP 




SYNTAX.** 





\ 



1. Model: VoiVa, void. See Obs. 283, and Syntax, 294. — 
There is a poet — Here are the boulevards — There is a shop — 
There are some benches — Here is a thing — These are onr com- 
panions — Those are our copy-books — This is a child — Those are 
his savings — Here he is — Here she is — Here they are — There 
he is — There she is — There they are. 

2. Model: Nous jouir ions. See Obs. 284. — We should free — ■ 
We should divert — We should finish — We should blacken— We 
should perish — We should reunite — We should feel. 

3. Model: Nous per dr ions. See Obs. 286. — We should learn 
— We should wait — We should understand — We should say — 
We should hear — We should stretch — We should put — We 
should pretend — We should please — We should answer — We 
should render — We should follow — We should suspend. 

4. Model : Raiso-s -stable, from raison. See Obs, 288. — Vis- 



4 



* See note on page 11. 



See note on page 12: 



FOURTEEXTH LESSON. 185 

ionary — Missionary — - Conditional* — Exceptional* — Propor- 
tional.* 

5. Model : Divertissons. See Obs. 290. — Let us free — Let us 
enjoy — Let us finish — Let us blacken — Let us perish — Let us 
reunite. 

G. Model: Kotre. See Obs. 292. — This saw is ours — This 
plane is ours — These papers are ours — These houses are ours — 
This garden is ours — This grammar is ours — These savings are 
ours. 

7. Model: Attendons, See Obs. 293. — Let us lose — Let us 
hear — Let us stretch — Let us put — Let us pretend — Let us an- 
swer — -Let us render — Let us follow — Let us suspend. 

8. Model : Nous aurions tort. Syntax, 295. — She is right — 
He is wrong — He was right — She was wrong — They (masc.) are 
right — They (fem.) are wrong — They (fern.) were right — They 
(masc.) were wrong. 

9. Model: Divertissons-nous. Syntax 297. — Let us finish 
them — Let us blacken them — Let us free him — Let us wait for 
ber — Let us stretch ourselves. 

10. Model: Ne nous divertissons pas. Syntax, 298. — Let us 
not lose thera — Let us not answer him — Let us not follow her — 
Let us not free them — Let us not free ourselves. 



PHRASES FOE COMPOSITION** 

TO BE TEANSLATKD INTO FRENCH. 

\, Here is a sheet of pap'^-j- - •■83. 

2. There is a fine shop- -.--i. 

3. Here are our relation.^ — _b.S. 

4. Those are our dictionarii^s — 283. 

5. This is a letter [to] which must be answered — 283, 29G. 



♦ In Conditional, Exceptional, and Proportioual, the a must also bo con- 
verted into nn e in French (217). 
*• Seo notc« on pngo 13. 



186 FOURTEENTH LESSON. 

6. That is a study which we do not Uke — 283. 

7. These are words which are not in the dictionary — 283. 

8. Those are people who are very brave — 283. 

9. Where is the little boy? — Here he is— 294. 

10. He was speaking of his mother; there she is — 294. 

11. Where are the children? — Here they are — 294. 

12. Behold them diverting [who divert] themselves — 294. 

13. We should enjoy their conversation, if they were more 
reasonable — 284. 

14. Why should we not divert ourselves? — 284. 

15. We should answer you, if we understood you — 286. 

16. We should hear them with pleasure — 286. 

17. Why should we suspend our studies? — 286. 

18. He has a fine house and a fine garden. 

19. It is his taste, but it is not ours — 292. 

20. Their pleasures are ours — 292. 

21. This grammar is better than ours — 292. 

22. Let us enjoy our liberty — 290. 

23. Let us finish our lesson — 290. 

24. Let us answer [to] their questions — 293. 

25. Let us follow our companions — 293. 

26. Where are they? — There they are — 294. 

27. Where is she? — Here she is — 294, ■ 

28. We do not know who is right or who is wrong — 295. '*'^ 

29. Must one lose one's time? — 296. 

30. The French language must be studied — 296. 

31. Must I speak to him ?— 296. 

32. You must not speak to him — 296. 

33. You must hear him without answering him — 296. 

34. W^e must divert ourselves — 296. 

35. You must divert yourselves — 296. 

36. What must I do?— 296. 

37. You must speak French — 296. 

38. Our companions are calling us, let us follow them — 293, 
297. 

39. Let us render ourselves useful — 293, 297. 

40. Time is precious, let us not lose it — 293, 298. 

41. She goes too slowly [softly], let us not follow her — 298. 



\ 



FIFTEENTH LESSON. 187 



FIFTEENTH LESSON.* 

FIRST DIVISION. PRACTICAL PART. 

TEXT.** 

LITERAL TRANSLATION. 

Quinzi^nije le^on. 

Fifteenth 

Ces etourdis avaieiit toujours quclqiie 

giddy fellows had 

nouvclle partie a lui proposer. li'iin 

new party propose 

d'eux, par cxeniplc, lui dii^ait un jour : 
" Venez avec iiioi dciiiaiii. j\oiis irons 

Come me to-raorrow will go 

en bateau sous I'onibrc fraiche dcs g^rands 

boat under shade cool 

saules qui bordent la riviere, et \a nous 

willows skirt river there 

peelierons. J' aurai nta lig^ne ; tous pren- 

will fish I shall have line will 

drez la Totre, | auisi que | vos hanie^ons. 

take yours as well as your hooks 



* The mo'le of reviewinGf mentioned in first note on page 117 could now 
be made Btill sjiorter, by leavintf out five of tlie earlier lessons, translating 
tlic 6tb, 7th, and 8th from the Frcucii into English, the 9th, 10th, and 11th 
from the En^jlish into French, an«l only the 12th, 13th, and 14th in the 
complete manner required in first note on page 15. In all these attempts to 
(fuin time, however, due regard should be paid to the particular degree of 
profieicnoy ottaincd, for the neglect of any portion of the text would of ne- 
ccB.sity cause much inconvenience in the studies, and tend to retard cou- 
Biderably all kimla of improveraents. 

** See 2d note on page 117. 



188 



FIFTEENTH LESSON. 



Notis aui*oii§ de fooiiiies amorces, et je 

will have 

TOH§ repoBids 

warrant 

Voti'e aiaii. le 



que 



good 


baits I 


le 


poi§soii ntoa'dra. 

fish will bite 



ros €riiilSa»eBie, et soei 

Your friend big AYilham 

li'^re, •Facqiies le roiix, seroist des notres." 

brother James red-haired will be ours 



THE SAME m GOOD ENGLISH. 

These madcaps had always some new party to propose to 
him. One of them, for instance, said to him one day: "Come 
with me to-morrow. We will go in a boat in the cool shade of 
the large willows that skirt the river, and there we will fish. I 
shall have my line ; you will take yours, together with your 
hooks. We will have some good bait, and I warrant you the 
fish \^ill bite. Your friend, fat Wilham, and his brother, James 
the red-haired, will join us." 



QUESTIONS AND ANSWERS FOR CONVERSATION.* 



Quelle est cette le^on ? 

Qui avait toujours quelque nou- 
velle partie k lui proposer ? 

Quels etourdis ? 

Qu'avaient-ils toujours a propo- 
ser ? 

A qui avaient-ils quelque partie ^ 
proposer ? 

Qui lui disait un jour : " Yenez 
avec moi demain ? " 

Que lui disait I'un d'eus ? 

Comment lui proposait-il d'aller 
sous les sarJes ? 

Oil lui proposait-il d'aller en ba- 
teau? 



C'est la quinzieme. 
Ces etourdis. . 

Les compagnons d' Alexis. 
Quelque nouvelle partie. 

A Alexis. 

L'un^d'eux. 

Yenez avec moi demain. 
En bateau. 

Sous Tombre fraiche des saules. 



* See notes on page 2. 



Qu'est-ce que les saules bor- 

daient ? 
De quoi la riviere etait-elle bor- 

dee? 
Comment etait Tombre des 

saules ? 
Que voulaient-ils faire la ? 
Que faut-il avoir pour p6cher ? 

Que fait-on avec des lignes, des 

hainegons et des amorces ? 
Que pensaient-ils prendre avec 

leurs amorces? 
Comment etait Guillaume, Tami 

d'Alexis? 
Comment etait son frere Jacques ? 
Comment s'appelaient les deux 

frdres ? 
Comment s'appelait Tetourdi qui 

proposait la partie ? 



FIFTEEXTU LESSOX. 

La riviere. 



189 



De grands saules. 

EUe etait fraiche. 

lis voulaient pecher. 

Des lignes, des hamegons et des 

amorces. 
On peche. 

Du poisson. 

II etait gros. 

II etait roux. 
Guillaume et Jacques. 

Nous ne le savons pas. 



SENTENCES FOK ORAL TRANSLATION.* 



TO BE TURNED IXTO ENGLISH. 

Nous avons une partie k vous 

proposer. 
Vous n'avez qu'k parler. 
Nous nous proposons de pecher 

k la ligne. Voulez-vous etre 

des n6tres ? 
Avec beaucoup de plaisir. 
Avez-vous des lignes et des lia- 

me<^ons ? 
Oui, oui, nous avons tout ce qu^il 

faut. 
Et ou p6cherons-nous ? 
Dans la riviere. 
Croycz-vous que nous prendrons 

beaucoup de poisson? 
Mais, oui ; c'est probable. 



TO BE TURNED INTO FEENOH. 

TVe have a party to propose to 

you. 
You have but to speak. 
We intend to go fishing. Will 

you make one of us ? 

With much pleasure. 

Have you any lines and hooks ? 

Yes, yes, wo have all that is 

necessary. 
And where shall we fish? 
In the river. 
Do you think we shall catch 

many fish? 
Why, yes ; it is probable. 



* See note on page 8. 



190 



FIFTEENTH LESSON. 



Y a-t-il longtemps que yous n'a- 

vez peche 1 
II y a quinze jours. 
Voilk la riviere. La voyez-vous ? 

]S"on. Ouest-elle? 

Voyez-vous cette petite maison 

devant laquelle il y a des saules 1 
Oui, sans doute. 
Eh bien, les saules que vous voyez 

bordent la riviere. 
Nous y voila. 
Passerons-nous le pont ? 
Non, nous avons un petit bateau. 
Nous passerons I'eau dans notre 

bateau. 
Venez avec moi. 
Attendez; retroussons nos man- 

ches. 
Comme I'eau est fraiche ! 
Nous ne sommes pas bien places. 

Venez k I'ombre. 
Combien avez-vous de lignes ? 
Trois. Voila celle de Guillp.ume, 

et voici la vdtre. 
Voyons qui prendra le premier 

poisson. 



Is it a long time since you went 

a fishing 1 
A fortnight. 
There is the river. Do you see 

it? 
No. Where is it ? 
Do you see that Httle house before 

which there are some willows ? 
To be sure, I do. 
Well, the willows you see border 

the river. 
Here we are. 

Shall we go over the bridge ? 
No, we have a little boat. 
We will cross the river in our 

boat. 
Come with me. 
Wait ; let us tuck up our sleeves. 

How cool the water is ! 

We are not well here. Come 

into the shade. 
How many lines have you ? 
Three. That is WiUiam's, and 

this is yours. 
Let us see who will catch the 

first fish. 



SECOND DIVISION.— THEOEETICAL PAET. 
ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIAEITIES IIsT llIE TEXT. 

Of what gender are jour, bateau, hamego7i, and poisson ? * — 14. 
Of what gender are ombre, riviere, ligne, and amorce ? — 15. 
"What is the singular of ces ? — 19. 
In what mood is proposer ? — 121. 



* See notes on page 17. 



FIFTEENTH LESSON. 191 

In -vvliat tense and of what person is bordent, and what is its 
infinitive? — 231. 

What is the plural of bateau ? — 232. 
AVhat is the mascuHne of bonne ? — 184. 
What is tlie singular of etourdis ? — 25. 
What is the feminine of etourdi? — 2. 
Of what gender is frere ? — 8. 



QuiNzitiME comes from qiiinze, fifteen (44). 

Etourdi, which is here an adjective used substantively, is also 
the past participle of the verb ^tou7'd{?; to stun, to din, to astound, 
to make giddy. 

AvAiENT is the tliird person plural of the imperfect tense of 
avoir. 

NouvELLE is the feminine of nouveau and nouvel, derived 
from nciif, new, which comes from the Latin nevus, new. Nou- 
vel is used only before a substantive beginning with a vowel or 
an h mute, as : "?7w nouvel ami, Un nouvel honimer See beau, 
bel, and belle, in the eighth lesson ; mou, mol, and molle, in the 
ninth; vieux, vicil, and vieille, in the fourteenth. 

Partie is one of the derivatives oi part, seen in the tenth lesson. 

Proposer is one of the derivatives oi poser, mentioned in the 
twelfth lesson. 

Vexez is the second • person plural of the imperative mood 
of venir, which is an irregular verb of much importance, because 
it enters into the formation of many others, such as : Coiivenir, 
to agree, to suit, to own ; disconvenir, to disown, to deny ; con- 
trvvenir, to act contrarily, to transgress; devenir, to become; in- 
tervenir, to intervene, to interfere ; parvenir, to attain, to reach, 
tf) arrive ; prCvenir, to anticipate, to prevent, to prepossess, to 
apj>rise, to forewarn; provenir, to proceed, to come; rcvenir, to 
come back, to return; 86 souvenir, to remember, to recollect; 
siihvenir, to relieve, to assist, to provide, to supply, etc. ; and these 
in turn give rise to a number of words more, some of which will 
be found to be alike, or nearly so, in both latiguages, as: (-on. 



192 FIFTEENTH LESSON. 

ventlon, contravention, intervention ; avenue, avenue, walk ; par- 
venu, upstart; souvenir, reraeuibrance, recollection, keepsake, 
etc., etc. 

299. IVEoi is a personal pronoun, of the first person singular, 
of both genders. It is commonly used as a regimen, either direct 
or indirect, and corresponds to the English pronoun me or to me. 
Sometimes it is a subject, and signifies /. 

Demain is generally an adverb, though sometimes a substan- 
tive. Its principal derivatives are : Apres-demain, after to-mor- 
row ; and lendemain, following day, next day. 

Irons is the first person plural of the future tense of aller. 
This irregular verb, in its infinitive mood and in the greater part 
of its conjugative forms, comes from the Latin ambulare ; its fu- 
ture tense and conditional mood are derived from ii'e, as : Nous 
irons, we shall go ; nous irions, we should go ; part of the 
present tense of the indicative mood, and one person of the im- 
perative, come from vadere, as : II va, he goes, seen in the third 
lesson. The three Latin verbs signify to walk or to go. The 
principal derivatives of aller are : Allee, alley, walk, passage ; 
and allure, gait, carriage, pace, manner. 

Bateau comes from the Italian battello, boat. Its principal 
derivative is Batelier, boatman, waterman. 

300. Sous, from the Latin sub, under, is a preposition which 
generally corresponds to under, below, or beneath. In a few 
cases it is rendered by with, on, or upon. 

Ombre comes from the Latin umbra, shade. Its principal de- 
rivatives are : Ombrer, to tint, to shade ; omhrage, shade, um- 
brage, distrust ; ombrager, to shade ; ombrageux, shy, skittish ; 
and ombrelle, parasol, sun-shade. 

FraIche is the irregular feminine of the adjective /ra/s, -which 
comes from the Latin frigidus, cold, cool. This adjective does 
not always signify cool ; it is also used in the sense oi fresh, re- 
cent, new, blooming. The words having an immediate analogy 
with this, are : Fraicheur, coolness, freshness, floridness, bloom, 
flaw of wind ; rafraichir, to refresh, to cool ; rafraichissement, 
cooling, cooling beverage, refreshment. Froid, cold (seen in 
Obs. 295), and its derivatives frigidite, frigidity, refrigeration, 
etc., etc., also properly belong to this root. 



FIFTEKXTII LKSSOX. 193 

Saule comes from the Latin salix^ willow. It is inasculine, 
notwithstanding its termination. 

301. The names of trees and shrubs are masculine. 

302. The following are feminine by exception : BouTdaine, 
berrv-bearing buckthorn ; epine, thorn ; ronce^ brier, bramble ; 
virjne, vine ; viorne, white bryony ; yeuse, holly, holm oak. 

BoRDEXT is the, third person plural of the present tense of the 
indicative (231) of border^ derived from hord^ border, verge, edge, 
Lank, shore, which has been mentioned in the fifth lesson. 

303. Many verbs in er are derived from substantives, as: 
Scier, to saw, from scie, saw ; 7'aboter, to plane, from rabot, plane ; 
manieTy to handle, from main, hand ; raisonner, to reason, from 
raison, reason ; douter, to doubt, from doute, doubt ; jardiner, to 
garden, from jardin, garden; goiiler, to taste, from gotit, taste; 
questionner, to question, from question (288). 

Riviere is derived from rive, bank, shore, skirt, which has also 
given rise to the word rivage, shore. 

tia is an adverb of place, which comes from the Latin iliac, 
that way. It is distinguished from* the article la, the, and from 
the pnjnoun la, her, by the grave accent over the a, but without 
making any ditierence in the pronunciation. 

PfecHERONS is the first person plural of the future tense of 
pecker, coming from the Latin piscari, to fish, the radical of 
which is piscis, fish. The principal derivatives of pecker are : 
Peckc, fishing; peckerie, fisher}', fishing-place; and peckeur, fisher, 
fisherman. 

304. Thtj first person plural of the future tense of verbs end- 
ing in er in the infinitive, is formed by adding ons to this 
termination. 

J'aurai stands {or je aurai (11). 

305. Je, from the Latin ego, I, is a personal pronoun of the 
first person singular ami of both genders. It is always a subject, 
and generally placed before the verb. When the verb begins 
with a vowel, the elision already mentioned (11) takes place. 

AruAi is the first person singular of the future tense oi avoir, 

306. IVEa, from the Latin mca, mine, is the feminine of the 
})<»sse8sive adjective mon ; the plural of both genders is mes. 
These three forms, mon, ma, mes, correspond to mg (51, 107). 

9 



194 FIFTEENTH LESSON. 

LiGNE comes from the Latin linea^ thread or line, and has the 
various acceptations of the English word line. Its principal de- 
rivatives are : Lignee, lineage, progeny ; lignei\ to draw lines on ; 
lineaire, linear, lineal ; lineament, lineament. The verb ligner 
also enters into the formation of a number of others, as : Aligner, 
to trace in a line, to square, to dress, to range ; interligner, to 
lead ; souligner, to underline, to score, etc. 

Prendrez is the second person plural of the future tense of 
inendre, seen in the seventh lesson. This verb, as has been said 
before, is irregular, but not in the future tense. 

307. The second person plural of the future tense of verbs 
ending in re in the infinitive mood, is formed by changing the 
final e into ez. 

308. Votre, from the Latin vester, is a possessive adjective 
of both genders and of the singular number. Its plural, likewise 
of both genders, is VOS. These two forms correspond to your 
(164). 

309. Votre, derived from votre, is a possessive pronoun, al- 
most invariably preceded by tlie article, thus : le votre, mas- 
culine and singular; la votre, feminine and singular; les 
votres, plural of both genders. These three forms correspond 
to yours (126, 292). 

AiNSi is an adverb, derived from the Latin in sic, in this 
manner. It corresponds to so, thus, in this way, in that way, 
therefore. With que after it, as in this lesson, it signifies, in tJie 
same manner as, as well as, likewise, too, together with. 

Hamecon is of the masculine gender (14). 

AuRONS is the first person plural of the future tense of avoir. 

Amorce is of the feminine gender (15). 

Je r6ponds is the first person singular of the present tense of 
the indicative mood of repondre, seen in the sixth lesson. 

310. The first person singular of the present tense of the in- 
dicative mood of verbs ending in re in the infinitive, is formed 
by changing this termination into s. It is similar to the second 
person singular of the same tense and mood, and to the second 
person singular of the imperative. 

PoissoN comes from the Latin piscis, fish, as can be seen from 
^he derivative piscine, pool, piscina. 



FIFTEENTH LESSON. 195 

MoRDRA is the third person singular of the future tense of 
mordre, which comes from the Latin mordere, to bite. 

311. The third person singular of the future tense of verbs 
ending in re in the infinitive mood, is formed by changing the 
final e into a. 

Ami is one of the derivatives of awie?', seen in the eleventh 
lesson. 

Gros comes from the low Latin grossus, big. Its feminine, 
which is irregular, is grosse. 

Frere comes from the Latin frater, as can be seen from the 
derivatives fraternel, fraternal; fraterniser, to fraternize; froAer- 
nite, fraternity, etc. 

Roux comes from the Latin rufus, reddish, or I'usseus, deep 
red. Its feminine, which is irregular, is rousse. 

Seront is the third person plural of the future tense of etre. 



SYNTAX. 

Why is there no substantive after the adjective etourdis?* — 
111. 

Why is lui, and not le, employed before p7'oposer ? — 175. 

What difference is there between " JVous irons en bateau,''^ 
and " A^ous irons dans un bateau ? " — 191. 

Why would it not be correct to say '•'' J''aurai mon ligne^'' 
instead of ^'•J'aurai ma ligne?" and " Yotre hame^ons,'' instead 
of " Yos hame^ons ? " — 107. 

Why would it not be correct to say " Des bonnes amorces ? " — 
103. 

Why is vous before the verb, in "t/e vous repond.sV — 43. 



Xj'un d'eux lui disait. 



312. When un is used as a pronoun, as in the present ex- 
ample, it often takes the article. If un is joined or opposed to 
autre, the article is indispensable before each of these pronouns, 

* See notes on page 17. 



196 FIFTEENTH LESSOK. 

as will be seen hereafter. If un is not followed by autre, but is 
determined by de or des, the article may be used or omitted be- 
fore it, according as the sense of this pronoun is more or less 
restricted by the construction of the phrase. When un de pre- 
cedes a pronoun, as in " L'un c?'eux lui disait,^' custom seems to 
require the article more imperatively than when it precedes a 
substantive; for we could say with propriety: " Un de ses com- 
PAGNONS lui disaitr But no absolute rule can be given on this 
subject. The use of the article before un de is sometimes merely 
euphonic and sometimes optional. 



Venez avec moi. 

313. Of the three pronouns of the first person singular, two 
of which — -je and moi — are already known, inoi is the only one 
that can be governed by a preposition, thus : A moi, to me ; avcc 
moi, with me ; de moi, of me, from me ; par moi, by me ; pour 
moi, for me. 



Le gros Guillaume. 

314. The article, which is often omitted in English before an 
adjective or a title preceding a proper name, as : Old Rowley, 
Young Romeo, King William, must not be suppressed in 
French. 



LEXICOLOGY. 

Many verbs in er can be easily formed from substantives. 
Ex. Bord, border, verge, border, to border ; scie, saw, scier, to 
saw, etc. See Obs. 303. 

ADDITIONAL WORDS.* 

Arrivee, Arrival. Etourderie, Thoughtlessness. 

Arriver, To arrive. Etourdissant, Stunning. 

Derive, Derivative. Etourdissement, Giddiness. 

JDeriver, To be derived. Evenement, Event. 

En gros, By wholesale. Frisson, Shivering. 

* See note on page 11. 



FIFTEENTH LESSON. 



197 



Frissonner^ 


To shiver. 


Morceler^ 


To parcel. 


Grosseur^ 


Largeness, bulk. 


Mors^ 


Bit (of a bridle), 


Grossier^ 


Coarse, rough. 


Morsure, 


Bite. 


Grossir^ 


To grow large. 


Remords^ 


Eemorse. 


Grossissement^ 


Magnifying. 


Rouille, 


Bust. 


Inventer^ 


To invent. 


B-ouilU^ 


Eusty. 


Inventeur^ 


Inventor. 


Eouiller^ 


To rust. 


Morceau^ 


Morsel, piece. 


Eouillure^ 


Rustiness. 




EXERCISES 




UPON THE GEAMMATICAL OBSEEVATIOlSrS AND 


UPON THE EULES OF 




SYNTAX.* 





1. Model : Venez. See Obs, 273. — (Translate by verbs de- 
rived from venir, given on page 191, from line 26, in the second 
person plural of the imperative.) — Agree — Disown — Transgress 
— Become — Intervene — Attain — Prevent — Proceed — Come back 
— Remember (you). 

2. Model : Border, from lord. See Obs. 303 and 288. — 
(Form verbs in the infinitive mood from the following substan- 
tives.) — Amorce — Coude — Commerce — Doute — Epargne — Gotit 
— Jardin — Injluence — Ombre — Pension — Question — Robot — 
Raison — Scie. 

3. Model : Nous pecherons. See Obs. 304. — We shall ad- 
mire — We shall love — We shall amuse — We shall yawn — We 
shall correct — We shall cease — We shall give — We shall exam- 
ine — We shall study — We shall imagine — We shall forget — We 
shall think — We shall pronounce — We shall look — We shall find. 

4. Model: Ma ligne. See Obs. 306 and 107.— My father — 
My mother — My children — My friend — My shop — My boat — 
My companions — My dictionary — My grammar — My copy-books 
— My son — My fortune — My masters — My house — My trade — 
My workmen. 

5. Model : Voiis prendrez. See Obs. 307. — You will learn — 
You will wait — You will understand — You will say — You will 
hear — You will put — You will bite — You will pretend — You 



* See note on page 12. 



198 FIFTEENTH LESSON. 

will please — You will lose — You will answer — You will render — 
You will follow — You will suspend. 

6. Model: Voire a^ni. See Obs. 308 and 10*7. — Your father 
— Your mother — Your children — Your friend — Your shop — 
Your boat — Your companions — Your dictionary — Your gram- 
mar — Your copy-books — Your son — Your fortune — Your mas- 
ters — Your house — Your trade — Your workmen. 

Y. Model : Za vdire. See Obs. 309. — My friend and yours — 
His shop and yours — Their companions and yours — My diction- 
ary is with yours — His grammar is with yours — Their copy- 
books are with yours. 

8. Model: Je reponds. See Obs. 310. — I take — I learn — I 
wait — I understand — I say — I hear — I bite — I pretend — I please 
— I lose — I answer — I render — I suspend. 

9. Model: II mordra. See Obs. 311. — He will take — He will 
learn — He will wait — He will understand — He will say — He will 
bear — He will put — He will pretend — He will please — He will 
lose — He will answer — He will render — He will follow — He will 
suspend. 

10. Model: Venez avec moi. Syntax, 313 — Come to me — 
He passes after me — She is with me — He speaks of me — She is 
before me — Between you and me — It is for me — He goes with- 
out me — I take that upon myself — His eye is turned towards me. 

11. Model: Le gros Guillaume. Syntax, 314. — Kind William 
— Fat George — Young Alexis — Poor James — Little Charles — 
Old William. 



PHRASES FOR COMPOSITION* 

TO BE TEANSLATED INTO FRENCH. 

1. Your new friend is very ambitious. 

2. We know some new words. 

3. It was always with a new pleasure that he saw his friends. 

4. We shall study a new lesson to-morrow — 304. 

* See notes on page 13. 



FIFTEENTH LESSON. 199 

5. AgTee witli him about [of] tlie day and hour — 2*73 (and 
page 191, from line 26). 

6. Remember [you of] this lesson, and become more reason- 
able — 273 (and page 191, from line 26). 

7. AVhy will you not come with me ? — 313. 

8. Come to my house — 177, 313. 

9. He does not like fish, when it is not fresh. 

10. This water is very cool ; it is even cold. 

11. There was an old willow on the hank [border] of the river 
—301. 

12. Our friends will not be influenced by that consideration — 
303. 

13. When shall we speak French as well as he? — 304. 

14. Come on the bridge; we shall look at the workmen — 304. 

15. We shall study another day — 304. 

16. That is my grammar, and this is yours — 283, 306, 309. 

17. My friends are yours— 306, 309. 

18. My father and yours are old friends — 306, 309. 

19. Come with us; you will not lose your time — 307, 308. 

20. When you [will] hear them come, you will tell us — 
307, 264. 

21. I take a lesson every day [all the days] — 310. 

22. I understand many words — 310. 

23. I learn with great [much] diflBculty — 310. * 

24. I do not understand you, but my brother will understand 
all [that which] you [will] tell him— 310, 311. 

25. He will answer [to] your questions — 311, 308. 

26. The fish will not bite— 311. 

27. William's mother was red-haired. 

28. He is speaking to one of his friends — 312. 

29. Here is one of your best compositions — 312. 

30. One of us stopped the [that] man and spoke to him thus 
—312. 

31. One of you is a great artist — 312. 

32. Little James is not very attentive — 314. 

33. Old William desires to speak to you — 314. 

34. Young Alexis will wait /or you — 314. 



200 SIXTEENTH LESSON. 



SIXTEENTH LESSON.* 

riEST DIVISION. PE ACTIO AL PAET. 

TEXT.** 

LITERAL TRANSLATIOls . 

8cizi^iMe iecoiit 

Sixteenth 

^^ Il§ atiFOiat dii €liaiMpsi§'aie, cles g-ateawx 

will have some Champagne some cakes 

et d' aiitres ii'iaiidi@e§ <|tte leiir IbMriiis'OBit 

some nice things to them will furnish 

a credit de§ ifiaarctaaiads ^sil les connai§- 

on credit some tradesmen them know 

§eiit. M0I5 je Mie cliarg*eFai dw pain et de 

(myself) will charge bread 

la viande. | C|iiaiit a | vom®,- mioii claer, 

meat As for my dear 

voiss appoi'teres | ce qtic | voms vosidre^. 

wUl bring what Avill will 

€es iiie§siefiFS §a¥eait de§ lai§t€$ires 4|iii toms 

gentlemen know stories 

§iiFpFeBidF®iit et ^m. Toti§ ferosit Fire, .fc 

will surprise will make langh. 

gills §ikr que voii§ 12 e sere^ pas iaclae d'etre 

am sure will be sorry 

vemi. efe toii§ aTertls que Moias ©eroiss 

come warn shall be 

I de ti©iiise lieitre | a^t reiacle^-vows. ffier, 

early rendez-vous ' Yostcrday 



See 1st note on page 187. '""* Sec 2d note ou jnge 11" 



SIXTEENTH LESSON'. 



201 



nous y ^tions aTant isix heureis du matiai. 

were before morning. 

i\oii§ aTioifis WBi filet qti^on nous avail 

had net 

prete. Nous passanies tine joiirnee tr^s- 

lent passed day very 

ag^r^aMe." 

agreeable 

TJTF SAME IN GOOD ENGLISH. 

" They will have some Champagne, some cakes, and other 
nice things, which some tradesmen of their acquaintance will 
supply them with on credit. I shall provide the bread and 
meat. As for you, my dear fellow, bring whatever you please. 
Those young men know some stories that will surprise you and 
make you laugh. I am sure you will not be sorry to have 
come. I warn you that we shall be early at the place of ren- 
dez-vous. Yesterday we were there before six o'clock in the 
morning. We had a net which was lent us. We spent a very 
pleasant day." 



QUESTIONS AND ANSWEES FOR CON\^ERSATION.* 



Quelle est cette le^on ? 
Qu'est-ce que les amis d' Alexis 

auront ? 
Comment auront-ils ces choses ? 

De quoi se chargera I'ami qui 

parle k Alexis ? 
Qui se chargera du pain et de la 

viande ? 
Et Alexis, qu'apportera-t-il ? 
Quels sent les messieurs qui sa- 

vent des histoires ? 



C'est la seizieme. 

lis auront du Champagne, des 

gateaux et d'autres friandises. 
Des marchands qui les connais- 

sent les leur fourniront a credit. 
II se chargera du pain et de la 

viande. 
L'ami qui parle k Alexis. 

II apportera ce qu'il voudra. 
Guillaume et Jacques. — Le gros 
Guillaume et Jacques le roux. 



See notes ou page 2. 

9^ 



202 



SIXTEENTH LESSON. 



Que savent ces messieurs ? 



Qui est-ce qui ne sera pas fache 

d'etre venu ? 
De quoi Alexis ne sera-t-il pas 

fache ? 
Quand les amis seront-ils au ren- 

dez-vous ? 
Ou seront-ils de bonne heure ? 
Quel jour y etaient-ils avant six 

heures du matin ? 
A quelle heure y etaient-ils hier ? 
Qu'est-ce qu'ils avaient pour pe- 

cher ? 
Qui est-ce qui leur avait prete un 

filet? 
Comment passerent-ils la jour- 
nee? 



lis savent des histoires qui sur- 
prendront Alexis et qui le fe- 
ront rire. 

Alexis. 

D'etre venu. 

lis y seront de bonne heure. 

Au rendez-vous. 
Hier. 

Avant six heures du matin. 

lis avaient un filet qu'on leur 

avait prete. 
ISTous ne le savons pas. 

lis la pass^rent tres-agreable- 
ment. 



SENTENCES FOE ORAL TRANSLATION.* 



TO BE TUENED INTO ENGLISH. 

Comment cela va-t-il aujourd'hui, 

mon cher ? 
Assez bien. Et vous ? 
Mais, tr^s-bien, comme vous 

voyez. 
Qu'avez-vous fait hier ? 
Des amis sont venus me prendre 

pour fau-e une partie de p^che 

avec eux. 
Avez-vous pris beaucoup de pois- 

son? 
ITous n'avons rien pris du tout. 

Pauvres gargons ! Comment cela 
se fait-il ? 



TO BE TUENED INTO FEENCH. 

How are you to-day, my dear 

fellow ? 
Pretty well. How are you ? 
Wh}^, very well, as you see. 

What did you do yesterday ? 
Some friends came and took me 
to go fishing with them. 

Did you catch much fish ? 

We did not catch any thing at 

aU. 
Poor fellows ! How was that ? 



* See note on page 



SIXTEENTH LESSOX. 



n J avait la de jeunes etourdis, 
qui paiiaient, qui riaient, et qui 
rendaient la pecbe impossible. 

Et aujourd'bui, comment passez- 

Yous la jom-nee? 
Je suis force de travailler. 
Bah ! Yous travaillerez un autre 

jour. 
Trois de nos camarades nous at- 

tendent pour faire une prome- 
nade. 
Je suis bien fache de ne pas pou- 

voir etre des votres. 
Yous le pouvez, si vous le voulez. 
Ce ne serait pas raisonnable. 
Yous aurez tout le temps d'etre 

raisonnable, quand yous serez 

vieux. 
Pour quelle heure est le rendez- 

YOUS 1 

Pour dix heures. II n'y a pas de 
temps a perdre. 

Et ou irons-nous ? 

iSTous irons chez notre ami Guil- 
laume, qui a une petite maison 
a lui, sur le bord de la ririere. 

Yotre proposition est bien at- 

trayante. 
xiimez-Yous le Champagne ? 
Oui, beaucoup. 
II y en aura, et du meiUeur. 

Je me rends. 



There were some young mad- 
caps there, who were talking 
and laughing, and who made 
it impossible to fish. 

And to-day, how do you spend 
your time ? 

I am obliged to work. 

Pshaw ! You can work another 
day. 

Three of our comrades are wait- 
ing for us, to take a walk. 

I am Yery sorry that I cannot go 

with you. 
You can, if you will. 
It would not be reasonable. 
You wiU haYe plenty of time to 

be reasonable when you are 

old. 
For what o'clock is the rendez- 

YOUS? 

For ten o'clock. There is no 

time to be lost. 
And where shall we go ? 
We wiU go and see our friend 

William, who has a little house 

of his own on the bank of the 

river. 
Your proposal is very tempting. 

Do you like Champagne ? 

Yes, Yery much. 

There will be some, and of the 

best sort. 
I consent. 



204 SIXTEENTH LESSON. 



SECOND DIVISION. TPIEOKETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIAEITIES IN THE TEXT. 

Of what gender sire gateau^ credit, marchand, j':)am, rendez-vous, 
matin, and Jllet?^' — 14. 

Of what gender avQ friandlse, viande, heure, and journee? 
—15. 

Why is the plural oi gateau in x instead of s ? — 232. 

What is the plural of rendez-vous ? — 17. 

In what mood is the verb rire ? — 121. 

What is the infinitive of avait ? 

What is the infinitive oi'prHe ? — 52. 

Of what gender is agriable ? — 6. 

What is the feminine of cher ? — 3. 

How do you know that les is a pronoun and not the article in 
'■'■ des marchands qui les connaissent .^ " — 27. 

What is the singular of messieurs ? — 149. 

What does au stand for ? — 5o. 

What does du stand for ? — 143. 

What does des stand for ? — 113. 



SEizii;ME is derived from seize, sixteen (44). 

AuRONT is the third person plural of the future tense of avoir. 

Champagne, the name of a province of France, is feminine, as 
its termination denotes ; but when used as a laconisra for vin de 
Champagne, wine of Champagne, it becomes masculine. 

315. When a proper name is used to specify some peculiar 
production of a place, it takes the gender of the substantive which 
is understood. 

* See notes on page 17. 



SIXTEENTH LESSON. 205 

Gateau is a word of unknown origin ; it is masculine accord- 
ing to analogy (14). 

Friandise is derived from friand^ nice, dainty, fond, epicure ; 
it is feminine according to analogy (15). 

316. The termination ise, added to certain adjectives, makes 
substantives of them, as : Sottise, foolishness, from sot, fool ; 
franchise, frankness, from franc, franche, frank ; gourmandise, 
gluttony, from gourmand, glutton ; and friandise, from, friand. 

Leur before fourniront has not the same meaning as leur 
before temps, in the fourteenth lesson, or leurs hefore paiements 
in the sixth (152) ; it is here a personal pronoun. 

317. Leur, when a personal pronoun, is of both genders and 
signifies a eux, a elles, to them. It is chiefly used in speaking of 
persons, and always accompanies a verb, whereas the possessive 
adjective leur, leurs, precedes a substantive. It never takes 
an s. 

Fourniront is the third person plural of the future tense of 
fournir. 

318. The third person plural of the future tense of verbs end- 
ing in ir in the infinitive, is formed by adding ont to this ter- 
mination. 

Credit means credit, interest, influence. The English ex- 
pression, ON credit, or on trust, is rendered in French by A 
credit. 

Marchand and merchant sound a good deal alike, but these 
words have, however, not exactly the same acceptation : mar- 
chand corresponds to tradesman; the French for merchant is 
n^gociant, 

Connaissent is the third person plural of the present tense of 
the indicative mood of connaitre, mentioned in the fifth lesson. 
This verb is irregular (207). 

319. !M!e is a personal pronoun of the first person singular 
and of both genders. It is never used as a subject. It is some- 
times a direct, and sometimes an indirect regimen, corresponding 
to me, to me, myself, to myself It always precedes the verb, and 
cannot, like moi (312), be governed by a preposition. It is one 
of the words in which the elision of e takes place (H). 

Chargerai is the first person singular of tlie future tense of 



206 SIXTEENTH LESSON. 

charger, derived from char, car, chariot, which comes from the 
Latin carrus, car. The principal derivatives of char are : 
Chariot, wagon ; charrette, cart ; charretier, carman ; charron, 
wheelright ; charrue, plough ; and a number of other words 
whose analogy with the English will be readily seen, as : Charge, 
burden, load, charge ; chargeur, loader, shipper, gunner ; charge- 
ment, lading, cargo, freight, shipment ; d^charger, to unload, to 
discharge ; recharger, to load again ; surcharger, to overburden ; 
etc., etc. 

320. The first person singular of the future tense of verbs 
ending in er in the infinitive mood, is formed by adding ai to 
this termination. 

Pain comes from the Latin panis, bread. Its principal deriv- 
atives are : Pain a cacheter, wafer ; pain cfepice, gingerbread ; 
panade, panada, bread-soup ; paner, to cover with bread- 
crumbs ; and panetier, pantler. 

ViANDE comes through the Italian vivanda, meat, from the 
Latin verb vivere, to live, to subsist. It corresponds to meat or 
viand, but only in the sense ofjlesh. 

Quant, which must not be confounded with quand, when, 
comes from the Latin quantum, as much as. This adverb is 
always followed by a, and signifies with regard to, with respect 
to, as to, as for. 

MoN is the masculine of ma, seen in the fifteenth lesson 
(306). 

Cher comes from the Latin cams, dear. Its principal de- 
rivatives are : Caresse, caress ; caresser, to caress ; caressant, 
caressing ; ch&ri, cherished, beloved ; and cherir, to cherish. 

Apporterez is the second person plural of the future tense of 
apporter, which is one of the derivatives of porter, seen in the 
seventh lesson. 

32L The second person plural of the future tense of verbs 
ending in er in the infinitive mood, is formed by adding ez to 
this termination. 

Voudrez is the second person plural of the future tense of the 
irregular verb vouloir, seen in the fourth lesson. 

Messieurs is the plural of monsieur^ seen in the sixth lesson 
(149). 



SIXTEENTH LESSON. 207 

Savent is the third person plural of the present tense of the 
indicative mood of the irregular verb savoir, seen in the first 
lesson. 

HiSTOiRE comes from the Latin historia, history. It is fem- 
inine, though, by a rule which will be seen later, substantives in 
toire are masculine. Its principal derivatives are : Historien^ 
historian ; historiette, tale, story ; historiographer historiographer; 
and historique, historical. 

322. The termination oire is common to substantives and 
adjectives, about one hundred of which end in English in cry, 
as : Gloire, glory ; memoire, memory ; accessoire, accessory ; obli- 
gatoire^ obligatory ; victoire, victory ; ivoire, ivory ; etc. 

Vous, which has hitherto been seen as a subject, is a regimen 
before surprendront, feront^ and avertis. 

323. Vous is an invariable personal pronoun, which is some- 
times the subject, sometimes the direct and sometimes the indi- 
rect regimen of the verb. It corresponds to you, yourself, your- 
selves, to you, to yourself, to yourselves. 

SuRPRENDRONT is the third person plural of the future tense of 
surprendre, one of the derivatives of prendre, already known. 
Prendre and its derivatives are irregular, as has been seen ; but 
the irregularity does not extend to the future tense. 

324. The third person plural of the future tense of verbs end- 
ing in re in the infinitive mood, is formed by changing the final 
e into ont. 

Feront is the third person plural of the future tense of faire, 
seen in the third lesson. 

RiRE is an irregular verb, which comes from the Latin ridere, 
to laugh. Its principal derivatives are : Derision, derision ; deri- 
soire, derisive ; ridicule (subst.), ridicule ; ridicule (adj.), ridicu- 
lous ; rieur, laugher ; risee, laughter, jest, butt, laughing-stock ; 
and risible, laughable. 

Suis is the first person singular of the present tense of the in- 
dicative mood of etre. 

StrR comes from the Latin sccurus, safe, sure. It is distin- 
guished from the preposition sur, upon, and from the adjective 
sur, sour, by a circumflex accent over the u ; but the sound is 
not modified by this accent* The principal derivatives of sur 



208 SIXTEENTH LESSON. 

are : Assurance, assurance, insurance, safety ; assure?', to assure, 
to insure, to secure ; and surete, sureness, safety, security. 

Serez is the second person plural of the future tense of etre. 

Fache is the past participle, used adjectively, of the verb 
facher, to offend, to anger, to vex. Its most important deriva- 
tives ai-e : Sefdcher, to get angry, to take offence ; and /dc/iew.r, 
unpleasant, vexatious. 

Venu is the past participle of the irregular verb venir, seen in 
the fifteenth lesson. 

J'avertis is the first person singular of the present tense of 
the indicative mood oi avertir. 

325. The first person singular of the present tense of the in- 
dicative mood of verbs ending in ir is formed by changing this 
termination into is. It is similar to the second person singular 
of the same tense and mood, — to the first and second person sin- 
gular of the past tense definite, — and to the second person sin- 
gular of the imperative mood. 

Serons is the first person plural of the future tense of etre. 

De bonne heure, literally of good hour, is an idiomatic ad- 
verbial locution, which signifies early or betimes. 

Rendez-vous is a compound substantive, formed of the second 
person plural of the imperative of rendre and the pronoun vous ; 
its literal sense is repair you, or betake yourself. 

326. The radicals forming a compound word, as rendez-vous, 
are joined by a hyphen. 

HiER comes from the Latin heri, yesterday. Its only deriva- 
tive is avant-hier, the day before yesterday. 

Etions is the first person plural of the imperfect tense of 
etre. 

327. Avant, which has been mentioned in the eighth lesson, 
is a preposition signifying before. It must not be confounded 
with devant (186), which simply denotes place or situation. 
Avant marks priority of time or of place. 

Matin comes, through the Italian mattina, from the Latin 
matutinum, morning. Its derivatives are : Matinal, early ; mati- 
nee, morning ; and matineux, early, early riser. 

AviONS is the first person plural of the imperfect tense of 
avoir. ^ 



SIXTEENTH LESSON. 209 

Filet is derived from fil, thread, wliich comes from the Latin 
filum^ thread. The principal derivatives of fil are : Enfiler, 
to thread, to string, to run through ; Jilasse, tow, bast ; Jiler, to 
spin ; and fileur^ spinner. 

Prete is the past participle of preter^ which comes from the 
Latin prcestare, to furnish. The principal derivatives are : Pret, 
loan ; and preteur, lender. 

Passames is the first person plural of the past tense definite 
oi passer, seen in the third lesson. 

328. The first person plural of the past tense definite of verbs 
ending in er in the infinitive mood is formed by changing this 
termination into ames. 

.JouRXEE is one of the derivatives oi jour, seen in the eighth 
lesson. These two words, jour and journee, are rendered in 
English by the same expression : day ; but they are not per- 
fectly synonymous. Jour is the general term for day, without 
reference to its duration. Journee defines the whole or full day. 
The same difference exists between an and annee, year ; matin 
and matinee, morning ; soir and soiree, evening. 

329. The termination ee in substantives commonly denotes 
the whole, the sum total of that which is expressed by the radi- 
cal, as m journee, a w^hole day, from jour, day. This termination 
also corresponds in many substantives to the English termination 
ful, or full, as in : Bouchee, mouthful, from louche, mouth ; cuil- 
leree, spoonful, from cuiller, spoon ; aiguillee, needleful, from 
aiguille, needle ; assiettee, plateful, from assiette, plate. 

Tres comes from the Latin tj-es, three. It is joined to adjec- 
tives and adverbs ^o form the superlative of eminence, as the 
word very does in English. Tres-agreahle, very agreeable, sig- 
nifies literally three times agreeable. The adverbs fort and Men 
have been seen employed as synonyms of tres, in " Fort pen de 
chose^^ (7th lesson), and ^' J\^ous serious bienfous^' (12th lesson). 

330. The adverb treS is joined to the word that follows it by 
a hyphen. This sign is not used after fort and bie7i. 

Agreable is derived from gre, inclination, taste, liking, which 
comes from the Latin gratum, agTeeableness. The principal 
derivatives of gre are : Agreer, to please, to approve, to allow ; 



210 SIXTEENTH LESSON. 

agr^ment, pleasantness, charm, ornament, consent, approbation ; 
bon gre, mal gre^ willing or unwilling ; desagreahle, disagreeable ; 
desagr^me7it, disagreeableness ; malgre, notwithstanding, in spite 
of, etc. 



SYNTAX. 

Why do we say " D^mitres friandises^^'' and not " des autres 
friandises P'*—lOd. 

Why is leur before fourniront^ and les before connaissent ? 
—43. 

Why is there no preposition between /^roTzt and rire ? — 187. 

Why is y placed before ^tions ? — 201. 

Why is the imperfect tense properly used in " Nous y etions^^ 
and " Nous avions un filet ? "-j-134. 

Why is the past tense definite properly used in " Nous pas- 
sdmes une journie .^" — 135. 

Why is " Which had been lent us " rendered by " ^m'on nous 
avait prete ? " — 6 1 . 

With what does the past participle prete agree, in " Qiion 
nous avait pret^ .^" — 105. 



Du Champagne, des gateaux et 6! autres fria.ndises. 

331. The partitive article de, du, de la, des (93), corre- 
sponding to some or any^ must be repeated before each substan- 
tive, as well as the simple article (202) and the preposition de 
(109). 



Que leur fournir out des marchands qui les connaissent. 

In this phrase, des marchands, which is the subject, is placed 
after the verb, contrary to the general rule, which, in French as 
well as in English, is that the subject precedes the verb. 

* See notes on page 17. 



SIXTEENTH LESSON. 211 

This inversive construction, thougli not obligatory, is often 
employed when the subject is qualified by an incidental phrase, 
as des marchands is here qualified by qui les connaissent. 

332. When the subject is a substantive followed by other 
words which qualify it, it is sometimes proper to place it after 
the verb. 



IMoi, je me chargerai. 

333. IMoi is joined to je, by apposition and reduplication, 
for the sake of emphasis, which in English is represented by un- 
derlining the pronoun or printing it in italic. In French, the 
reduplication either precedes the verb, as in the above phrase, or 
follows it, thus : " Je me chargerai, moi." The personal pronouns 
are also susceptible of this reduplication. In this construction, 
quant a is generally understood, or may be expressed as in the 
text : " Quant a vous, mon cher, vous apporterez." We might 
have said : " Quant a moi, je me chargerai,^'' and " Vous, mon 
cher, vous apporterez.^'' 



Vous apporterez ce que vous voudrez. 

The two verbs, apporter and vouloir, are in the future tense. 

In English, the second verb would be in the present tense. 

334. The present tense, used in EngHsh to point out the rela- 
tive time of a future action, must be rendered in French by the 
future. 



Vous ne serez pas fdche 6?'etre venu. 

335. There are about six hundred neuter verbs in French, of 
which about five hundred and fifty are conjugated in their com- 
pound tenses by means of the auxiliary verb avoir. Among the 
remainder, some take either etre or avoir as an auxiliary, accord- 
ing to the sense in which they are used, as will be explained 
later, and the following invariably require etre : 



212 



SIXTEENTH LESSON. 



Aller, to go. 

Arriver, to arrive, to happen. 
Choir, to fall (seldom used). 
Deaeder, to decease. 
Eclore, to hatch. 
Mouri)\ to die. 
I^aitre, to be born. 
Tomber, to fall. 



Veiiir, to come. 
Devenir, to become, to grow. 
lntervenii\ to intervene. 
Parvenir, to reach, to succeed. 
Eevenir, to come back, to return. 

* Observe that not all the deriva- 
tives of 'vejiir, but only four of them, 
are included in this list. 



Six heures du matin. 

336. The distinction made in English between hour and 
o^clock has no equivalent in French : the word heure being- 
used indifferently to express an interval of sixty minutes, or that 
moment of time which the clock indicates. In consequence, we 
render " It is six o'clock,'' by " II est six heures,''^ and " He works 
six hours a c?ay," by "// travaille six heures par jour. ^^ 



LEXICOLOGY. 

About 100 substantives ending with ory in English, become 
French by changing or?/ into oire. Ex. History, histoire. See 
Obs.'322. 



ADDITIONAL WORDS.* 



Afiler^ 

Camp, 

Campagnard, 

Campagne, 

Carnpement, 

Cargaisori; 

Caricature, 

Carriere, 

Carrosse, 

Carrossier, 

Cai^rousel, 



To sharpen. 

Camp. 

Countryman. 

Country. 

Encampment. 

Cargo. 

Caricature. 

Career. 

Coach, carriage. 

Coach-maker. 

Tournament. 



Champetre, 

Champignon, 

Champion, 

Charite, 

Effiler, 

Filiere, 

Filigrane, 

Filoselle, 

Projil, 

Quantite, 

Sourire, 



Eural. 

Mushroom. 

Champion. 

Charity. 

To unravel. 

Draw-plate. 

Filigree. 

Floss-silk. 

Profile. 

Quantity. 

Smile. 



Seo note on page. 11. 



SIXTEENTH LESSON. 213 

EXERCISES 

UPON THE GEAMMATICAL OBSEETATIONS AND UPON THE EULES OF 
SYNTAX.* 

1. Model: Que ueij-r. fourniront. See Obs. 3lY. — You will 
bring (to) them — He has said to them — She gives (to) them — 
He said to them — They gave (to) them — He could say to them 
— They spoke to them — He could propose to them — She has 
lent (to) them. 

2. Model: Fourniront. See Obs. 318. — They will assail — 
They will free — They will warn — They will divert — They will 
finish — They will enjoy — They will blacken — They will perish 
— They will reunite — They will feel. 

3. Model: Je ws. chargerai. See Obs. 319. — I shall correct 
myself — He will correct me — They know me — He gives me — 
They gave me — They said to me — I stretch myself — They will 
furnish me — He has guided me — She will bite me — Blackening 
myself — They have forgotten me — I shall talk to myself. 

4. Model : Je chargerai. See Obs. 320. — I shall love — I shall 
bring — I shall give — I shall examine — I shall imagine — I shall 
forget — I shall think — I shall pass — I shall lend. 

5. Model: Vous a2yporterez. See Obs. 321. — You will stop 
—You will admire — You will amuse — You will contribute — 
You will charge — You will exercise — You will study — You will 
force — You will lounge — You will possess — You will speak — 
You will look. 

6. Model : Histoire. See Obs. 322. — Glory — Memory — In- 
terrogatory — Inflammatory — Laboratory — Observatory — Refec- 
tory — Victory — Territory — Promontory — Repertory— Ivory. 

7. Model : Vous. See Obs. 323.— He called you — We ad- 
mire you — They love you — You will understand yourself — You 
will give yourself — You will exercise yourself — They will furnish 
(to) you — He speaks to you — He said to you — You will say to 
yourself. 

8. Model : Surprendront. See Obs. 324. — They will learn — 

* See note on page 12. 



214: SIXTEENTH LESSON. 

They will wait — They will understand — They will say — They 
will hear — They will put — They will bite — They will pretend — 
They will please — They will lose — They will answer — They will 
render — They will laugh — They will follow. 

9. Model : J'avertis. See Obs. 325. — I free — I divert — I fin- 
ish — I furnish — I enjoy — I blacken — I perish — I reunite. 

10. Model: Nous passames. See Obs. 328. — We brought — 
We gave — We examined — We imagined — We forgot — We 
thought — We studied — We animated — We tucked up. 

11. Model : Tres-agr^ahle. See Obs. 330.' — Very active — 
Very ambitious — Very attentive — Very good — Very fine — Very 
dear — Very true — Very false — Very frank — Very cool — Very 
great — Very grave. 

12. Model: Du Champagne, des gateaux, etc. Syntax, 331. 
— Some bread and water — Any friends or companions — Some 
stories and proverbs — Some lines, hooks, and baits — Any shade 
and coolness — Some bread and fish. 



PHRASES FOR COMPOSITION* 

TO BE TEANSLATED INTO FEENOH. 

1. Champagne is better than water — 35, 315. 

2. Our friends are in the boat. We will go and [to] speak 
to them— 317. 

3. What shall we propose to them ? — 317. 

4. We will lend them our lines — 317. 

5. Their parents have given them some nice things — 31 7. 

6. They will enjoy their hours of recreation — 318. 

7. They will divert you with [by] their mirth — 318. 

8. My son gives me all that [which] he has — 319. 

9. All my friends have forgotten me — 319. 

10. Does he think that I shall speak French with facility? 
—320. 

11. Does he think that I shall pronounce well ? — 320. 

* See notes on page 13. 



SIXTEENTH LESSON. 215 

12. I shall not forget the good examples which he has given 
me — 320, 319, 105. 

13. Where shall you pass the day ?— 321, 329. 

14. Your friend has forgotten his lesson; he has very little 
memory — 322. 

15. Yoiir brothers will wait for you — 323, 324. 

16. They will take their nets with them — 324. 

17. I assemble [reunite] all my friends — 325. 

18. We lent a boat to your companions — 328. 

19. We proposed to them to come with us — 328, 189. 

20. We found the tradesman in his shop — 328. 

21. The morning is beautiful— 329. 

22. That year was one of the best for tradesmen — 329. 

23. The poor man has nothing but bread and water — 331. 

24. Do you know whether (if) he has any relations or friends ? 
—331. 

25. We shall have some bread, meat, fish, and nice things 
—331. 

26. We like to follow the example which [the] men, who have 
more experience than we, give us — 332. 

27. Do you know what Boileau, that satirical poet, said ? 
—332. 

28. What he has not had, /shall have — 333, 264. 

29. They are waiting /or you ; / am not waiting for you 
—333. 

30. Come when you will — 246. 

31. We shall be reasonable when we are old — 334. 

32. When they have children, they will be more serious — 
334, 141. 

33. Where has he gone with his boat ? — 335. 

34. Your master has come [for] to give you a lesson — 335. 

35. We have come [for] to see you — 335. 

36. Have our friends come back ? — 335. 

37. What o'clock is it ?— 336. 

38. It is seven o'clock — 336. 

39. At what o'clock shall you take your lesson ? — 336, 

40. At eight o'clock— 336. 

41. You will take a lesson of two hours — 336. 



216 SEVENTEENTH LESSON. 



SEVENTEENTH LESSON.* 

FIE ST DIVISION. PEACTICAL PAET. 

TEXT.** 

LITERAL TRANSLATION. 

l>ix-§epti^iifte ie^on. 

• Seventeenth 

" II est vrai que, pendant plusieurs 

during 

heiires, nous ne vinies rien venir. Mais 

saw to come 

nous eumes de la patience, et nous en 

had patience for it 

fumes recompenses outre mesure ; 'car 

were rewarded beyond measure for 

nous primes quatre g'rosses carpes dories, 

took four big carps gilded 

une anguille qui avait un ni^tre, | c'est- 

eel metre that is 

a-dire [ environ trois pieds de Ion§^ueur, 

to say about three feet length 

et tant de ^oujons, d'afolettes et de menu 

so many gudgeons bleaks small 

tretin que nous en remplimes un panier. 

fry with them filled basket 

]\ous Youlumes savoir le poids de notre 

willed to know weight 

peclie. liC tout pesait quinze kilogrammes 

fishing whole weighed fifteen kilograms 

* See 1st note on page 187. ** See 2d note on page 117. 



SEVE^'TEENTU LKSSOX. 517 

et demi, | ce tjtii | eqitiTaiit a t re site et 

half which is equivalent thirty 

une liTres. Xous en TeiidiiMe§ la inoitie. 

pounds of it sold half 

Je lae donte pas que homs iie rew§stssioiis 

doubt but succeed (subj.) 

encore cette Tols-ci.'' 

again here 



TRi: SA3IU IX GOOD EXGLISK 

" For some hours, it is true, we had no result. But we had 
patience, and were amply rewarded for it ; for we caught four 
large golden carps, an eel that was a metre, that is about three 
feet long, and so many gudgeons, bleaks, and small fry, that we 
filled a basket with them. We wanted to know thie weight of 
our fish. The whole wei^lied fifteen kilosframs and a half, which 
is equivalent to thirty-one pounds. We sold the half of it. I 
do not doubt but we shall succeed this time also." 



^TJESTIONS AND ANSWEKS FOE CONVERSATION.* 

Quelle est cette le^on ? j C'est la dix-septieme. 

Pendant combien de temps at- | Pendant plusieurs heures, 

tendirent-ils sans you.- rien ve- 

nir ? 
Qu'est-ce qu'ils eurent ? ; De la patience. 

Comment leur patience fat-elle Outre mesure. 

recompensee ? 
Qu'est-ce qui fut recompense Leur patience. 

outre mesure ? 
Combien de carpes pecherent-ils ? : Quatre. 

* See notes on page 2. 

10 



218 



SEVENTEENTH LESSON. 



Comment etaient les carpes qu'ils 

pecherent ? 
Que pecherent-ils encore ? 
Quelle etait la longueur de cette 

acguille ? 
Que pecherent-ils encore? 

Pecherent-ils beaucoup de gou- 

jons, d'ablettes et de fretin ? 
Que desirerent-ils savoir ? 

Combien pesait le tout ? 
A quoi cela equivaut-il ? 
Que firent-ils de ce poisson ? 
L'etourdi qui parlait a Alexis 
pensait-il reussir encore ? 



Grosses et dorees. 

line anguille. 

Vn metre, ou environ trois pieds. 

.Des goujons, des ablettes et du 

fretin. 
lis en peclu^rent tant, qu'ils en 

rcmplirent un panier. 
lis desirerent savoir le poids de 

leur peche. 
Quinze kilogrammes et demi. 
A trente et une livres. 
lis en vendirent la moitie. 
II n'en doutait pas. 



SENTENCES FOR ORAL TRANSLATION.* 



TO BE TUENED INTO ENGLISH. 

Mon cher maitre, voulez-vous me 

rendre un service ? 
Avec grand plaisir, si c'est en 

mon pouvoir. 
De quoi est-il question ? 
Je ne comprends rien du tout 

aux poids et aux mesures de 

France. 
Et vous voulez que je vous en 

donne Texplication ? 
C'est cela meme. 
Ce n'est pas tres-facile. 
Pourquoi done ? 
Parce que vous ne savez pas tous 

les mots qui me sont necessaires 
•pour me faire comprendre. 
Cela ne fait rien. 



TO BE TUEISTED IlSiTO FEENCH. 

My dear master, will you do me 

a service ? 
With great pleasure, if it is in 

my power. 
What is the matter ? 
I understand nothing at all about 

the weights and measures of 

France. 
And you want me to give you an 

explanation of them ? 
Exactly so. 
It is not very easy. 
Why not? 
Because you do not know all the 

w^ords which I require to make 

myself understood. 
That does not signify. 



* Sec note on page 



SEVENTEENTH LESSON. 



219 



Parlez toujours ; je suis stv de 

vous comprendre. 
II y a tant de mots qui ont de la 

ressemblance entre eux dans 

les deux langues ! 
Vons pouvez faire usag€ de quel- 

ques-uns de ces mots-la. 
Eh bien, comme vous voudrez. 
B'abord, qu'est-ce quele metre? 
O'est la dix millionieme partie de 

la distance de I'equateur au 

pole. 
A laquelle de nos mesures cela 

correspond-il ? 
Au yai'd, mais c'est plus long 

d'un quart de pied environ. 
Quelles sont les divisions du me- 
tre? 
Le decimetre, qui est la dixieme 

partie du metre. 
Le centimetre, qui en est la cen 

tieme partie. 
Et le millimetre, qui en est la 

millieme partie. 
Quels sont les multiples du me- 
tre? 
Le decametre, qui equivaut k dix 

metres. 
L'hectometre, ou cent metres. 

Le kilometre, ou mille metres. 

Et le myriametre, ou dix mille 

metres. 
Une autre fois, nous parlerons des 

autres mesures. 
En voil^ assez pour aujourd'hui. 



Speak nevertheless ; I am sure to 

understand you. 
There are so many words Avhich 

bear a resemblance to each 

other in the two languages ! 
You can make use of some of 

those words. 
Well, as you please. 
First, what is the meter ? 
It is the ten millionth part of the 

distance from the equator to 

the pole. 
To which of our measures does 

that correspond ? 
To the yard, but it is longer by 

about a quarter of a foot. 
What are the divisions of the 

meter ? 
The decimeter, which is the tenth 

part of the meter. 
The centimeter, which is the hun- 
dredth part of it. 
And the millimeter, which is the 

thousandth part of it. 
What are the multiples of the 

meter ? 
The decameter, which is ten me- 
tres. 
The hectometer, or a hundred 

meters. 
The kilometer, or a thousand 

meters. 
And the myriameter, or ten 

thousand meters. 
Another time, we shall speak of 

the other measures. 
This is enough for to-day. 



220 SEVENTEENTH LESSON. 



SECOND DIVISION. THEOEETICAL PART. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECTJLIAEITIES IN THE TEXT. 

Of what gender are pied, goujon, ^;a;22er, and poida?* — 14. 
Of what gender are heure, patience, mesure, and^:)ecAe/ — 15. 
Of what gender is longueur ? — 95. 

Why is there an 5 added to heure, carpe, pied, goiijon, and 
livre ? — 29. 

What is the phiral oi poids and/o25 ? — 17. 

In what mood are venir, dire, and savoir? — 121. 

What are the infinitives o^ recompenses and oi dorees ? — 52. 

W^hat is the infinitive of 2^^sait ? — 47. 

What is the masculine of grosse ? 

What is the plural of noire? — 164. 

W^hat is the masculine of cette ? — 19. 

What is the plural of cette ? — 1 9. 



Dix-SEPTiEME is derived from dix, seen in the tenth lesson, 
and sept, seen in the seventh. 

337. The hyphen is used between two numbers, when the 
latter does not exceed nineteen. It is also used in quatre-vingts, 
four score, or eighty, and quinze-vingts, fifteen score, or three 
hundred. 

Pendant is one of the derivatives of pendre, mentioned in the 
sixth lesson. 

YiMES is the first person plural of the past tense definite of the 
irregular verb voir, mentioned in the second lesson. 

Yenir has been mentioned in the fifteenth lesson. 

* See notes on page 17. 



SEVENTEENTH LESSON. 221 

EuMES is the first person plural of the past tense definite of 
avoir. 

Patience is a word alike in both languages (16V). 

Fumes is the first person plural of the past tense definite of 
Hre. 

Recompenses is the past participle of the verb recompenser, to 
recompense, to reward (52). It is here in the masculine plu- 
ral (53). 

Nous fumes recompenses, we were rewarded, is a form of 
the passive verb etre recompense. 

338. Passive verbs, in French as well as in English, are 
conjugated with the auxiliary verb i&tre, to be, thus : " Je suis 
recompense^ I am rewarded ; Elle fut recompensee, she was re- 
warded ; Vous serez recompenses, you will be rewarded ; ElUs 
seront recompensees^ they will be rewarded." 

339. Outre, from the Latin ultra, beyond, is a preposition 
which signifies beyond, over and above, besides, in addition to. 
It is also used adverbially, and corresponds to beyond, farther, or 
further. 

Mesuee comes from the Latin mensura, measure. Its princi- 
pal derivatives are : Mesure, measured, moderate, cautious ; 
rnesurer, to measure ; mesureur, measurer ; and demesure, im- 
moderate. 

340. The termination ure is common to about one hundred 
substantives which are the same, or very nearly the same, in both 
languages, as : Censure, creature, miniature, nature, stature, agri- 
culture ; mesure, measure; litterature, literature; conjoncture, 
conjuncture ; aventure, adventure. 

Car, formerly written quar, comes from the Latin quare, where- 
fore, therefore, formed of qua and re, literally, from which thing, 
for which reason. 

PrImes is the first person plural of the past tense definite of 
the irregular verb prendre, already seen. 

Quatre is the radical of quatrieme, seen in the fourth lesson. 

Grosse is the irregular feminine of gros, seen in the fifteenth 
lesson. 

Carpe, from the low Latin carpio, carp ; is of the feminine 
gender according to analogy (15). 



222 SEVENTEENTH LESSON. 

Dories, employed in this lesson as an adjective, is the fem- 
inine form of the past participle of dorer^ to gild, which is de- 
rived from 0?*, gold. The principal derivatives of or are : Orfe- 
vre, goldsmith ; orijiamme^ oriflame ; doreur, gilder ; dorure, 
gilding, etc. 

Anguille comes from the Latin anguilla, eel, derived from 
anguis, snake. Its principal derivative is anguillade^ cut or lash 
given with an eel-skin. 

MifcTRE, from the Greek iiir^ov, measure, is mascuHne (341, 
347), and is the unity of the French measure of length, equal to 
39 j^Q- English inches. It enters into the formation of a num- 
ber of words, many of which will be found to be nearly the same 
in both languages, as : Barometre, barometer ; centimetre, cei^ 
timeter ; decimetre, decimeter ; diametre, diameter ; gazometre, 
gasometer ; thermometre, thermometer, etc. 

341. Substantives ending in tre are masculine. 

842. The following are feminine by exception : Chartre, 
charter ; dartre, disease of the skin ; epitre, epistle ; fenetre, 
window ; guetre, gaiter ; huitre, oyster ; let tre, letter ; loutre, 
otter ; mitre, mitre ; montre, watch ; outi'e, leathern-bottle ; pi- 
astre, piaster ; poutre, beam ; rencontre, encounter ; vitre, pane 
of glass. 

C'est-A-dire is an adverbial expression composed of words 
which have been seen already, and corresponding to that is, or 
that is to sag. 

343. The hyphen is used between words combined to form an 
idiomatic locution. 

Environ is here an adverb, and means about. The substan- 
tive environs, environs, vicinity, is often met with in English. 

Trois is the radical of troisieme, seen in the third lesson. 

Pied, from the Latin pes, pedis, has the same variety of accep- 
tations as the English word foot, as : "Zes pieds d'un homme, 
the feet of a man ; Le pied d^une colline, the foot of a hill ; 
Long de trois pieds, three feet long, etc." 

Longueur is one of the derivatives of long, longue, seen in the 
ninth lesson. 

344. Tant, from the Latin tantus, so great, is an adverb of 
quantity, corresponding to so much, as much, so many, as many^ 



SEVENTEENTH LESSON. 223 

SO far, as far, so long, as long, to such a degree. Before a sub- 
stantive it takes de (39). 

GoujON comes from the Latin gohio, gudgeon ; it is masculine 
according to analogy (14). 

Ablette is derived from the French able, which has the same 
sense and comes from the Latin alhus, white. 

345. The termination ette is a diminutive found in about 
three hundred substantives, some of which have their correspond- 
ents in English ending in et, as : Lancette, lancet ; hachette, 
hatchet ; jaquetie, jacket ; cassette, casket ; tahlette, tablet ; ban- 
delette, bandelet ; chansonnette, canzonet ; f curette, floweret. 

Menu means small, rather in the sense of thin, trifling, incon- 
siderable, and should not be confounded with petit, little, small, 
a word in much more general use. 

Fretin is of the masculine gender according to analogy (14). 

Remplimes is the first person plural of the past tense definite 
of remplir. 

346. The first person plural of the past tense definite of 
verbs ending in ir in the infinitive mood is formed by changing 
this termination into imes. 

Panier is of the masculine gender according to analogy (14). 

Voulumes is the first person plural of the past tense definite 
of vouloir, seen in the fourth lesson. 

Savoir is the infinitive mood of savez, seen in the first lesson. 

PoiDS is a substantive that is the same in the singular as in 
the plural (17). 

Peche is one of the derivatives of the vei-b 2^^oher, seen in the 
fifteenth lesson. 

Tout, seen in the first lesson as an adjective in its plural form, 
is a substantive in this lesson. 

Pesait is a form (47) of the verb peser, one of the derivatives 
oi poids. Seen above. 

Quinze is one of the derivatives of cinq, seen in the fifth 
lesson. 

Kilogramme is formed of the two Greek words xi'Xioi, thousand, 
and 7pajx(xa or /pafx^xapiov, scruple, the 24th part of an ounce. 

Gramme is the unity of weight in the metrical system now 
used in France. It is the weiofht of a cubic centimetre of dis- 



224 SEVENTEENTH LESSON. 

tilled water in its state of maximum density, equal to 15.4325 
grains troy. It is masculine (Si*/). 

347. In the system of weights, measures, and coins, now 
established in France, all the words in the nomenclature are mas- 
culine. Of those Avhich have not yet been seen, and which will 
be explained later, we shall mention the principal : Are, a super- 
ficial measure ; litre, a measure of capacity ; stere, a solid meas- 
ure ; d^cime, centime, subdivisions of the franc, which is the 
unity of coins. 

Demi is derived from mi, half, an invariable adjective or par- 
ticle, used only in combination with certain words. Mi comes 
from the Latin medius, middle, or mean, or the Greek tjjuli, half. 
Its principal derivatives are : Midi, midday, noon ; minuit, 
midnight; milieu, middle, midst, medium; demi, half; herai- 
sphere, hemisphere ; hemicycle, semicircle, etc. 

Equivaut is the third person singular of the present tense of 
the indicative mood of equivaloir, derived from valoir, to be 
worth, to be as good as, which comes from the Latin valere, to 
be worth. Valoir is an irregular verb. 

LivRE, in the sense of pound, a weight, comes from the Latin 
libra, pound. It is also the old name of a coin equal to twenty 
cents in value, and now superseded by i\\e franc. In both these 
senses livre is feminine, and accordingly regular ; but this word 
has a third meaning, hooh, from the Latin liber, and in this sense 
it is masculine. 

VendImes is the first person plural of the past tense definite of 
vendre, which comes from the Latin venders, to sell. 

348. The first person plural of the past tense definite of verbs 
ending in re in the infinitive mood is formed by changing this 
termination into imes (346). 

Examples have now been seen of the first person plural of the 
past tense definite in the three regular forms of conjugation and 
the tv^o auxiliaries, in the follov/ing phrases : 

" iVows jo«55AMES uiie joumee trh-agreabUr — 16th lesson. 

" Nous remplhiES un panier.'^'' — 1*7 th lesson. 

" Nous en vendtM-ES la moitier — lYth lesson. 

" Nous fumes recompenses.^^ — 1*7 th lesson. 

^^ Nous EUMES de la patience.'' — l7th lesson. 



SEVENTEENTH LESSON. 225 

MoiTiE is feminine by exception. Moitie and demi are both 
rendered in English by the same word, half; but moitie is a sub- 
stantive, and demi an adjective. 

Je doute is the first person singular of the present tense of 
douter, derived from doute, which has been seen in the fourth 
lesson. 

349. The first person singular of the present tense of the in- 
dicative mood of verbs ending in er is formed by changing this 
termination into e mute (310, 325). It is similar to the third 
person singular of the same tense and mood (22), to the second 
person singular of the imperative mood, and to the first and 
third persons singular of the present tense of the subjunctive. 

Reussissions is the first person plural of the present tense of 
the subjunctive mood of reussir, which comes from the Italian 
riuscire, to come out again, to succeed. The only derivative of 
this verb is reussite, success or issue. 

350. The first person plural of the present tense of the sub- 
junctive mood of verbs ending in ir is formed by changing this 
termination into iss-ions (196, § 2). It is similar to the same 
person of the past tense of this mood, and to the same person of 
the imperfect tense of the indicative. 

Encore usually corresponds to again, yet, still, and is occa- 
sionally used in the sense of besides, moreover, more, longer, else, 
and even. 

351. Ci is the abbreviation of the adverb id, here, from the 
Latin hie, here. It is sometimes added to substantives which 
come after the demonstrative adjectives ce, cet, cette, and ces, as 
an expletive denoting nearness, in opposition to Id, which marks 
remoteness, as: Cette fois-ci, this time; cette foisla, that time. 
Ci and Id are joined to the preceding word by a hyphen. 

352. Ci and la are likewise added to the demonstrative pro- 
nouns, celui, celle, ceux, and celles (100), thus : Celui-ci,\h\^ one; 
celui-la, that one, etc. 

353, Ci is sometimes prefixed to adjectives, as : Ci-joint, an- 
nexed ; ci-inclus, herein inclosed ; and it forms adverbial ex- 
pressions with the following prepositions : 

10* 



226 SEVENTEENTH LESSON. 



Ci-apris, hereafter. 

Ci-contre, herewith, on the 

other side. 
Ci-dessus, above. 



Ci-dessotis, underneath, below, 

hereafter. 
Ci-devant, before, previously, 

formerly, former. 



SYNTAX. 

Why do we say, " JVous ne vimes rienj'' instead of " Nous 
vimes rien^'' or, " Nous vimes ne rien ? " * — 38. 

Whv do we say, '■''Nous ewnes de la patie7zce," instead of 
" Nous eumes patience ? " — 102. 

Why is en before fiimes in " Nous en fumes recompenses ; " 
before remplimes in " Nous en rempUmes un panier,''^ and before 
vendimes in '■'•Nous en vendimes la moitie .^" — 268, 278. 

Why do we say " Ta7it de goujons''^ and not " Tant goujons V 
—39. 

Why is de repeated before ablettes and menufretin? — 109. 

Why is ne before the verb in " Je ne doute pas ? " — 38. 

Why is the participle dorks feminine and plural ? — 63. 

Why is there no preposition between vimes and venir, between 
vouliimes and savoir? — 187. 



Nous fiimes recompenses. 



Here recompenses has the plural masculine termination. It 
agrees with its subject, nous. 

354. The past participle, when conjugated with XhQ verb etre, 
agrees in gender and number with its subject. 

There is an exception to this rule : when the verb has the re- 
flective or pronominal form, as will be explained later. 

* See notes on page 17. 



SEVENTEENTH LESSON. 227 

Carpes dorees. 

355. The past participle, when used as an adjective, is almost 
invariably placed after the substantive. 



Une anguille qui avalt trois pieds de longueur. 

356. In English, the usual manner of expressing dimensions is 
to employ the verb to he, with the noun of measure followed by 
an adjective, as : An eel which was three feet long. In French, 
the verb etre may also be employed, with the adjective and the 
preposition de preceding the measure, thus : Une anguille qui 
iiTAiT LONGUE DE trois pieds ; but the construction with the verb 
avoir is more commonly used. The measure, as in the above 
example, immediately follows avoir and precedes de and a sub- 
stantive of dimension. 



Une anguille longue de trois 2)^sds. 

Une anguille de trois pieds de longueur. 

Une anguille de trois pieds de long. 

357. When neither etre nor avoir is used, an adjective of di- 
mension with de may precede the measure, as in the first of the 
above examples ; or the measure with de before and after it may 
precede a substantive of dimension, as in the second example. 

The third example is only intended to show that an adjective 
of dimension may in such case be used substantively. 



Quinze kilogrammes et demi. 
Quinze livres et demie. 

358. When the adjective demi follows a substantive, it takes 
its gender, but always remains in the singular number. The 
reason of this is obvious ; for demi, after quinze kilogrammes or 
quinze livres, does not mean the half of fifteen kilograms or 
pounds, but the half of one kilogram, of one pound. 



228 



SEVENTEENTH LESSON. 



Trente et une livres. 

359. After vingt^ twenty ; trente, thirty ; quarante, forty ; 
cinquante, fifty ; soixante, sixty ; and mille, thousand, the nu- 
meral adjective un requires the conjunction et before it. Dix 
requires it only after soixante. In any other combination of num- 
bers the conjunction et is not employed. 



Je ne doiite pas que nous ne r^ussissions. 

360, After the verb douter, used in the negative form, the 
particle ne precedes the next verb. 



LEXICOLOGY. 

About 100 substantives ending with ure are the same, or very 
nearly the same, in both languages. Ex. Mesure, measure ; 7ia- 
iure, nature. See Obs. 340. 

The termination ette is a diminutive found in about 300 
substantives, some of which have their correspondents in English 
ending in et. Ex. Lancette, lancet. See Obs. 345. 





ADDITIONAL WORDS.* 




Antipode, 


Antipode. 


Granger, 


Orange-tree. 


Bipede, 


Biped. 


Orangerie, 


Orange-grove. 


Contre-poids, 


Counterpoise. 


Parmi, 


Among. 


Empecher^ 


To prevent. 


Pedale, 


Pedal. 


Equilibre^ 


Equilibrium. 


Pesant, 


Heavy, 


Expedient, • 


Expedient, shift. 


Pesanteur, 


Heaviness. 


Expedier, 


To expedite. 


Piedestal, 


Pedestal. 


Expediteur, 


Sender, shipper. 


Piege, 


Snare. 


Expedition, 


Expedition. 


Quadrupede, 


Quadruped. 


Lorsque, 


When. 


Tandis, 


Whilst. 


Orange, 


Orange. 


Vente, 


Sale. 



* See note ou page 11, 



SEVENTEENTH LESSON. 229 



• EXEECISES 

UPON THE QEAMMATICAL OBSEETATIONS AND UPON THE EULES OF 
SYNTAX * 

1. Model : Nous fumes recompenses. See Obs. 338, and SjDtax, 
354. — I am called — He is admired — She is loved — We are cor- 
rected—They are charged — He was exercised — She was aston- 
ished — We were (imperfect) forced — He was (past t. def.) guided 
— She was (past t. def.) put — We shall be forgotten — You (sing, 
masc.) will be placed — You (sing, fern.) will be persuaded — You 
(plur. fern.) will be looked at. 

2. Model : Un metre. See Obs. 267, 341. — The diameter — 
A thermometer — A chronometer — This barometer — The register 
— That monster. 

3. Model : Tant de goujons. See Obs. 344. — So much aver- 
sion — So many shops — So many boats — So much constraint — 
So much credit — So much ennui — So many children — So much 
genius — So many cakes. 

4. Model : Nous remplimes. See Obs. 346. — We assailed — 
We freed — We diverted — We furnished — We enjoyed — We 
blackened — We reunited — W^e succeeded — We felt. 

5. Model : Nous vendimes. See Obs. 348. — We waited — Vre 
heard — We bit — We pretended — We answered — We rendered 
— We followed — We suspended. 

6. Model : Je doute. See Obs. 349. — I admire — I love — I 
bring — I yawn — I give — I desire — I dwell — I study — I imagine 
— I forget — I think — I possess — I speak — I look — I find. 

7. Model : Que nous reussissions. See Obs. 350. — That 
we may free — That we may divert — That we may finish — That 
we may furnish — That we may enjoy — That we may blacken — 
That we may reunite. 

8. Model : Cette fois-ci.— Cette fois-i.k. See Obs. 351, 352. 
— This boulevard — This shop — This thing — This copy-book — 
That character — That defect — That disposition — That dictionary 

* See note on page 12. 



230 SEVENTEENTH LESSON. 

— These examples — These children — These leaves (or sheets) — 
These people — Those grammars — Those men — Those days — 
Those gardens. 

This one (masculine) — This one (feminine) — That one (masc.) 
— That one (fem.)— These (masc.)— These (fem.)— Those (masc.) 
— Those (fem.). 

9. Model : Carpes dorks. Syntax, 355. — The lessons learned 
— The admired poets — The folded arms — Some exercised work- 
men — Some forgotten words. 

10. Model: Quinze kilogrammes et demi. Syntax, 358. — One 
hour and a half — Two hours and a half — Three days and a half 
— Ten pounds and a half— One month and a half— Four meters 
and a half. 



PHRASES FOR COMPOSITION* 

TO BE TEANSLATED INTO FEENOH. 

1. Seventeen is the half of thirty-four — 337. 

2. This thermometer is very good — 341. 

3. We have an excellent barometer — 341. 

4. They have so much patience that they will soon learn 
[soon] — 344. 

5. They sold so many cakes that they made a fortune — 
151, 344. 

6. They had so much fish that they did not know what to do 
with it— 344, 72, 80, 268, 278. 

7. He asks [makes] us so many questions that we cannot 
answer [to] them— 344, 80, 270. 

8. We felt that our friend was right — 346, 295. 

9. We finished our lesson at four o'clock — 346. 

10. If we succeeded, it was not without great difficulties — 
346, 102, 103, 241. 

11. A gram is the weight of a cubic centimeter [cube]** of 
water — 347. 

12. A pound is the half of a kilogram — 347. 

* See note on page 13. ** See note on page 37. 



SEVENTEENTH LESSON. 231 

13. We waited for them two days, and we lost our time — 348. 

14. We returned them the half of what they had given us 
—348, 317, 52. 

15. We heard him when he called us, but we did not answer 
[to] him— 848, 1Y8, 77. 

16. I pass through [in] that street three times a [by] day — 349. 

17. I lend you this net on [at] condition that you will return 
it to-morrow — 349, 307. 

18. I speak French as often as possible — 349, 197. 

19. When I am in the street, I look at all the shops — 349. 

20. We must free ourselves— 296, 350. 

21.1 doubt whether we shall fill this basket — 282, 350. 

22. They doubt whether we shall finish to-day — 282, 350. 

23. These copy-books are corrected — 351. 

24. Those people are very extraordinary — 351, 252. 

25. The basket is weighed — 354. 

26. The gudgeons are weighed — 354. 

27. The meat is weighed — 354. 

28. The eels are weighed — 354. 

29. James was rewarded /or [of] his patience — 354. 

30. The patience of James was rewarded — 354. 

31. The river is bordered with willows — 354, 265. 

32. Our lessons will not be forgotten — 354. 

33. Itrequires [must] an exercised hand [for] to do that — 355. 

34. He gave us some blotted paper which could not serve — 355. 

35. The bridge was a hundred feet long — 356. 

36. The joiner's bench is three meters long — 56, 356. 

37. We saw a carp thirty centimeters long — 357. 

38. We shall be at your house in two hours and a half — 
—177, 358. 

39. There are thirty-one or thirty-two shops in this street — 
218, 359. 

40. I do not doubt but we shall sell our fish — 225, 360. 

41. I do not doubt but we shall fill this basket — 360. 

42. He does not doubt but we shall be rewarded — 360. 

43. We do not doubt but they have studied — 360. 

44. They did not doubt but we spoke French — 360. 

45. We do not doubt but they study their lesson — 360. 



232 EIGHTEENTH LESSON. 



EIGHTEENTH LESSON.* 

FIEST DIVISION PKACTICAL PAET. 

TEXT.** 

LITER J L TRANSLATION. 

l>ix-lft tat tissue Ic^oii. 

Eigliteentli 

Uii autre jo air, des appreiitis dti voisi- 

appreiitices neighbor- 

fiia^e se rewnissaieiit pour atler se proaiae- 

hood reunited to go walk 

ncr daBis ies cUanips. " I>ites done, eaaita- 

fields Say com- 

rade," s'ccriaient-Bis en apercevant Alexis, 

rade exclaimed perceiving 

" vo«§ viendrez | towl a I'liewre 1 iaire 

■will come presently 

un tour avec nous, n'est-ce pas ? Mows 

turn 

attendrons que vows soyez pret. Mows 

will wait till be (subj.) ready 

partirons toos ensesnljle, mats depechez- 

will depart together speed 

vows 5 soyez tm pen pfisis alerte qtse de 

be (imper.) quick than 

contiime," — '' €>ii allez-voiis ? " demandait 

custom (usually) go asked 

celiii-ci. — ''Mows n'en savons rien," r^- 

. know an- 

* See 1st note on page 187. ** See 2d note on page 117. 



EIGHTEENTH LESSON. 



233 



pondiiient-iJs. " Qu'iniporte, pourvu que 

swered matters provided 

amuse (subj.) 



TEE SAME Z.V GOOD ENGLISH. 

Another day, some apprentices of tlie neighborhood met to- 
gether for the purpose of going to take a walk in the fields. 
" Halloo, comrade," exclaimed they, on perceiving Alexis, " you 
■will come presently and take a turn with us, will you not ? We 
will wait till you are ready. We will all start together — but 
make haste ; be somewhat quicker than usual." " Where are 
you going ? " inquired the latter. " We do not know," an- 
swered they. " What matters, provided we enjoy ourselves ? " 



QUESTIONS AND ANSWERS EOR CONVERSATION.* 



Quelle est cette legon ? 

Quand des apprentis du voisi- 

nage se reunissaient-ils ? 
Quels etaient les jeunes gens qui 

se reunissaient un autre jour ? 
Pourquoi se reunissaient-ils ? 

Quand s'ecriaieut-ils : " Dites 

done, camarade?" 
Par quelle exclamation appelaient- 

ils Tattention d' Alexis. 
Que lui proposaient-ils ? 
Que voulaient-ils attendre ? 
Comment voulaient-ils partir ? 
Que lui demandaient-ils ? 

Que deraandait Alexis ? 
Que r( pondaient-ils ? 
Que disaient-ils encore ? 



O'est la dix-huiiieme. 
Un autre jour. 

Des apprentis du voisinage. • 

Pour aller se promener dans les 

champs. 
En apercevant Alexis. 

Dites done, camarade ! 

De faire un tour avec eux. 

Qu' Alexis f^t pret. 

Tous ensemble. 

De se depecher et d'etre un pen 

plus alerte que de coutume. 
Ou allez-vous ? 
Nous n'en savons rien. 
Qu'importe, pourvu que nous 

nous amusions? 



See notes on page 2. 



234 



EIGHTEENTH LESSON. 



SENTENCES FOR ORAL TRANSLATION* 



TO BE TUENED INTO ENGLISH, 

Yous m'avez dit Tautre jour que 

nous reparlerions des poids et 

des mesures. 
C'est vrai ; et je suis pret a vous 

donner les explications que 

vous me deraanderez. 
Parlous aujourd'hui des poids, si 

vous le voulez bien. 
J'attends vos questions. 

Qu'est-ce qu'un kilogramme ? 

C'est mille grammes. 

Qu'est-ce qu'un gramme? 

C'est le poids d'un centimetre 
cube d'eau distillLC. 

Pourquoi distillce? 

Parce que le poitis de I'eau dis- 
tillee est invariable. 

Un kilogramme est done le poids 
d'un decimetre cube d'eau dis- 
tillee ? 

Precisement. 

Auquel de nos poids le kilogram- 
me equivaut-il? 

A un peu plus de deux livres. 

L'autre jour, un homme deman- 
dait un pain de deux livres. 
Vous avez done aussi des li- 
vres? 

La livre actuelle est seulement 
nominale : c'est une autre ex- 
pression pour cinq cents gram- 
mes, ou un demi-kilogramme. 

Quelles sont les subdivisions du 
gramme ? 



TO BE TUKNED INTO FKENCIT. 

You told me the other day that 
we should talk again of weights 
and measures. 

It is true; and I am ready to 
give you the explanations that 
you may require. 

Let us talk of weights to-day, if 
you please. 

I am ready to hear your ques- 
tions. 

What is a kilogram ? 

It is a th(^usand grams. 

What is a gram ? 

It is the weight of a cubic centi- 
meter of distilled water. 

Why distilled? 

Because the weight of distilled 
water is invariable. 

A kilogram is the weight of a 
cubic decimeter of distilled 
water, then ? 

Exactly so. 

To which of our weigijts does the 
kilogram correspond ? 

It is a little more than two 
pounds. 

The other day, a man asked for 
a two-pound loaf. Do you 
then make use of pounds also 1 

The pound, at present, is only 
nominal : it is another expres- 
sion for five hundred grams, or 
half a kilogram. 

What are the subdivisions of the 
gram? 



* See note on page 



EIGHTEENTH LESSON. 



235 



Le decigramme, le centigramme 
et le milligramme. 

Coraprenez-Yous ce que cela veut 
dire? 

Oui, tres-bien; la dixieme, la 
centieme et la milii^me partie 
du gramme. 

Comment le savez-vous ? 

Parce que vous m'ayez parle Tau- 
tre jour du decimetre, du cen- 
timetre et du millimetre. 

Et comme vous m'avez dit tout k 
I'heure que le kilogramme 
equivaut a mille grammes, je 
suppose que les autres multi- 
ples sont: le decagramme, 
I'hectogramme et le myria- 
gramme. 

C'est cela meme. 

Vous avez une excellente me- 
moire. 

Je trouve qu'il j a une grande 
simplicite dans votre systeme 
metrique. 

Oui. Et il y a aussi une grande 
stabilite. 

Comment cela ? 

Is'os mesures ayant pour base le 
globe lui-meme, il est impos- 
sible qu'elles se perdent. 

C'est vrai. 

Mais il y a encore les mesures de 
capacite, de superficie et de 
solidite. 

Ont-elles, comme les poids, le 
metre pour base ? 

Oui, sans doute. Nous en parle- 
rons un de ces jours. 



The decigram, the centigram, and 
the milligram. 

Do you understand what these 
mean ? 

Yes, very well : the tenth, tho 
hundredth, and the thousandth 
part of a gi-am. 

How do you know that ? 

Because you spoke to me the 
other day of the decimeter, the 
centimeter, and the millimeter. 

And as you told me just now 
that the kilogram is a thousand 
grams, I suppose tliat the 
other multiples are : the deca- 
gram, the hectogram, and the 
myriagram. 

Just so. 

You have an excellent memory. 

I find great simpHcity in your 
metrical system. 

Yes. And there is also great 
stability in it. 

How so ? 

Our measures having the globe 
itself for their basis, it is im- 
possible they can be lost. 

That is true. 

But there are still the measures 
of capacity, the superficial and 
solid measures. 

Are they, hke the weights, 
founded on the meter ? 

Yes, undoubtedly. "We shall 
speak of them one of these 
days. 



236 EIGHTEENTH LESSON. 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL TECULIAEITIES IN THE TEXT. 

Of what gender are jour, champ, and tour?* — 14. 

Of what gender are heure and coutume ? — 15. 

Of what gender is voisinage ? — 215. 

Of what gender are the adjectives autre and alerte ? — 6. ^ 

In what mood are the verbs aller, promener, and/azVe ? — 121. 

What is the meaning of se before promener, and what sort of 
verb does it denote it to be? — 65, QQ, 180. 

In what tense and of what person is ^criaient, and what is the 
infinitive mood of this verb ? — 248. 

What is the feminine of pret ? — 2. 

What is the singular of tous ? 

In what tense and of what person is demandait, and what is 
the infinitive mood of this verb ? — 47. 

What does ci denote after celui? — 351, 352. 

Why is nous used twice before amusions? — 180. 

Why would it be incorrect to say : se ccriaient, la heure, ne 
est-ce pas, nous ne en savons rien, que importe? — 11. 



Dix-HuiTiEME is derived from dix, seen in the tenth lesson, and 
huit, seen in the eighth. 

Apprenti is of the masculine gender according to analogy (8). 

Voisinage is of the masculine gender, though it ends with an 
e mute (215). 

Reunissaient is the third pei'son plural of the imperfect tense 
of r^unir, to reunite, to assemble. 

361. The third person plural of the imperfect tense of verbs 

* See notes on page 17. 



EIGIITEEXTH LESSON. 237 

ending in ir in the infinitive mood is formed by changing this 
termination into iss-aient (196, § 2). 

Aller is an irregular verb already mentioned. See '' Oil va- 
t-il,''^ in the third lesson, and " JVous irons,'^ in the fifteenth. 

Champ is of the masculine gender according to analogy (14). 

DiTES is the second person plural of the imperative mood of 
the irregular verb dire, seen in the first lesson. It is similar to 
the same person of the present tense of the indicative mood. 

DiTES Doxc is a familiar way of calling a person's attention to 
what you are going to say to him. It corresponds to the Eng- 
lish expression, / sa^/ ! 

Camarade is applicable to persons of either sex, and is there- 
fore of both genders. 

362. The termination ade is found in about 150 substantives, 
a third of which have become English, some without any alter- 
ation, as : Balustrade, barricade, cavalcade, brigade, arcade, 
parade ; and some presenting a slight difference, as : Caraarade, 
comrade ; embuscade, ambuscade ; limonade, lemonade ; mas- 
carade, masquerade. 

S'ecriaient is a form (248) of the verb s' eerier, which is al- 
ways pronominal in the sense of to exclaim. This verb is derived 
from cri, cry, shout, scream, shriek. The principal derivatives of 
CRi are : Crier, to cry, to ca-y out, to shout, to scream, to shriek ; 
criant, crying (notorious) ; criard, clamorous, shrill ; decrier, to 
decry, etc. 

363. The inseparable particle 6 or ex, from the Latin e, ex, 
signifies from, out of ; it generally denotes extraction or deriva- 
tion. • Most of the words into which it is incorporated have their 
correspondents in English, nearly similar, as : Exclusif exclusive ; 
excursion, excursion ; expatrier, to expatriate ; binder, to elude ; 
Smarter, to emanate ; enerver, to enervate ; echanger, to ex- 
change ; expulser, to expel, or to throw out ; extraire, to extract, 
or to draw out. 

364. Among the French pronominal verbs (180) some are 
accidentally so, and others are invariably conjugated with a 
double pronoun. The former are called accidental and the latter 
essential pronominal verbs. The accidental pronominal verbs, 
by taking this form, express that the same person is at once the 



238 



EIGHTEENTH LESSON. 



subject and the object of the action, as ; " 77 s^affranchit^ he freed 
himself ; " or that the action is reciprocal, as : " Nous nous aimons, 
we love each other ; " or they correspond to the English neuter 
form, as : "/Z se d^solait {QQ), il se promenait^ he grieved, he 
walked." The number of these verbs is unlimited. As to the essen- 
tial pronominal verbs, they are as follows. It will be noticed 
that many of them have already appeared in the course of our 
studies. 



S'abstenir, to abstain. 
S'accouder, to lean on one's elbow. 
S''accroupir, to cower, to squat. 
S'adonner, to give one's sel^ to apply 

one's self. 
S\tgenouille)\ to kneel. 
S'agrifer, to cling (by its claws). 
S^aheurtet\ to be stubborn (in). 
S'arroger, to arrogate. 
Se blottir, to cower, to squat down. 
Se cahrer, to rear, to prance, to fly out. 
Se demener, to throw one's self about, to 

struggle. 
Se desister, to desist. 
S'ebahir, to be amazed, to wonder. 
S'ebattre. to sport, to frolic, to gambol. 
S'ecrier, to exclaim, to cry out. 
S'ecronler, to fall down, to fall to pieces. 
S'emparer, to take possession, to seize, to 

get hold. 
S'empresser, to hasten, to be eager. 
S'en aller, to go away. 
S'enfuir, to flee, to run away. 
S'enquerir, to inquire. 
S^enquiter, to inquire. 
S'en retourne)\ to go back. 
S'estomaquer, to take oflfense. 
S^evadei\ to escape. 



Sevanouir, to faint, to swoon, to vanish. 

Severtuer, to exert one's self, to strive. 

Sextasier, to be in extasy. 

Seforwaliser, to take olfense. 

Se gargariser, to gargle. 

S'ingenier, to tax one's ingenuity. 

Se -mefier, to mistrust 

Se meprendre, to mistake. 

Se moquer, io mock, to deride, to laugh. 

Separjurer, to forswear one's self, to be 

perjured. 
Sfi proaterner, to prostrate one's self, to 

fall down. 
Se ratatiner, to shrivel. 
Se raviser, to alter one's mind, to think 

better of it. 
Se reheller, to rebel. 
Se rehequer, to be insolent. 
Se recrier^ to exclaim, to cry out. 
Se redimer, to redeem one's self. 
Se re/rogner, or se renfrogner, to frown, 

to scowl. 
Se refugier, to take refuge, to take shelter. 
Se rengorger, to bridle up. 
Se repentir, to repent 
Se ressouvenir, to remember. 
Se sowvenir, to remember. 
Se soueie7% to care, to be concerned. 



365. The following verbs, though not essentially pronominal, 
require a particular mention, on account of the different meaning 
which they acquire by being used in the pronominal form. 



Acharner^ to flesh, to excite, to set on. 

S'acharner, to be infuriated, to be im- 
placable. 

Attacker, to fasten, to tie, to attach. 

S'attacher, to stick, to cleave, to en- 
deavor, to apply one's self. 

Attendre, to wait 

Saitendre d, to expect 



Aviser, to perceive, to inform. 

Saviser, to bethink one's self, to take it 

into one's head. 
Carrer, to square. 
Se carrer, to strut. 
CompoHer, to admit of, to allow. 
Se comporter, to behave. 
Dcjier, to defy, to challenge. 



EIGHTEENTH LESSON. 



239 



Se defier, to distrust. 

Depicher, to dispatch. 

Se depecher, to make haste. 

Bisputer, to dispute, to contend for. 

Se dUputer, to quarrel. 

Doutei\ to doubt. 

Se douter, to suspect, 

Gendarmer, to dragoon. 

Se gendarmer, to resist, to fly out. 

Ingerer, to ingest. 9 

S'ingerer, to intermeddle, 

Louer, to praise. 

>Se loiter, to congratulate one's self. 



Mecompter^ to strike wrong (in speaking 

of clocks). 
Se viecompter, to miscalculate. 
Passer, to pass. 
Se passer de, to do without, 
Plaindre, to pity. 
Se plaindre, to complain. 
Prevaloir, to prevail. 
Seprevaloir, to take advantage (of). 
Servir, to serve. 
xS'e servir, to make use of. 
Taire, to suppress, to conceal. 
/Se toire, to be silent. 



Apercevant is the present participle of the irregular verb 
apercevoir, to perceive, to see. 

ViENDREz is the second person plural of the future tense of 
venir, seen in the fifteenth lesson. 

Tout 1 l'heure is an adverbial expression which corresponds 
to just now, presently, and hy and hy. It refers to past 
time as well as to future time, as : " II est venu tout a Vheure^ 
he came just now ; II viendra tout a Vhewe, he will come 
presently." 

Tour is the radical of tourn^, seen in the eleventh lesson. It 
signifies turn, trip, tour, circuit, tricJc, and turning-lathe. In all 
these senses, it is masculine, according to its termination (14). 
Tour signifies also a tower ; in this acceptation it is feminine. 

Attendrons is th6 first person j)lural of the future tense of 
attendre, to wait, to expect. 

366. The first person plural of the future tense of verbs end- 
ing in re in the infinitive mood is formed by changing the final 
e into ons. 

SoYEZ is the second person plural of the present tense of the 
subjunctive mood of etre. It is also the second person plural of 
the imperative mood of this verb. 

Pr£:t comes from the Latin praisto, ready. Its principal de- 
rivatives are : ApprH, preparation, affectation, cooking, dressing ; 
and appreter, to get ready, to prepare. 

Partirons is the first person plural of the future tense oi par- 
tir, which is an irregular verb, but the irregularity does not 
extend to the future tense. 

367. The first person plural of the future tense of verbs ending 



2i0 EIGHTEENTH LESSON. 

in ir in the infinitive mood is formed by adding ons to this ter- 
mination. 

Examples have now been seen of the first person plural of the 
future tense in the three regular forms of conjugation and the two 
auxiliaries, in the following phrases : 

'■'' Et la 710US peckEROss.^^ — loth lesson. 

" JVbws joar^iRONS tous ensemble.'''' — 18th leSlon. 

^^ A^ous attendRO'ss que vous soyez pr^ty — 18th lesson. 
* '■''Nous SERONS de bonne heure au rendez-vous.^^ — 16th lesson. 

''''Nous AURONS de bonnes amorcesT — loth lesson. 

Ensemble is derived from sembler, which comes from the 
Latin simulare, to make like, derived from similis, like. The 
principal derivatives of sembler are : Assembler^ to assemble ; 
rassemblei', to reassemble, to collect, to gather ; ressembler, to 
resemble, to be like ; simule?-, to feign ; disshnuler, to dissemble ; 
semblable, similar ; semblant, seeming ; ressemblance^ resem- 
blance, likeness ; ressemblant, like, alike ; vraiscmblable, likely, 
probable ; vraisemblance, likelihood ; assemblage^ similitude, 
dissimilitude, assimulation, dissimulation, etc., etc. 

Depechez is the second person plural of the imperative mood 
of depecher. 

368. The second person plural of the imperative mood of verbs 
ending in er in the infinitive is formed by changing this termina- 
tion into ez. It is similar to the same person of the present 
tense of the indicative mood. 

Alerte is an adjective, the same in the masculine as in the 
feminine (6). 

CouTUME comes from the Italian costume, custom. Its prin- 
cipal derivatives are : Accoutumer, to accustom ; accoutume, ac- 
customed ; desaccoutumer, to disaccustom ; and inaccoutume, 
unaccustomed, unusual. 

Allez is the second person plural of the present tense of the 
indicative mood of the verb aller, already mentioned. It is simi- 
lar to the same person of the imperative mood (36&). 

DEMANDAiTis a form (47) of the verb demander, derived from 
mander, to send, to send for, to write, which comes from the 
Latin mandare, to enjoin, to inform, to send. The principal 
derivatives of mander are: Mandat, mandate, order, check; 



EIGHTEENTH LESSOX. 24:1 

commandant^ commander ; commande, order ; commandeuient^ 
command, bidding; commander, to command; contremander^ to 
countermand; c/ema?z(/e. demand, claim, question, request, suit; 
rfco??iman.i^a^tOK, recommendation ; recommander, to recommend; 
reprimande, reprimand ; reprlmander, to reprimand, etc. 

Savons is the first person plural of the present tense of the 
indicative mood of the irregular verb savoir, seen in the first 
lesson. 

Kepondaient is the third person plural of the imperfect tense 
of repo7idre, already seen. 

369. The third person plural of the imperfect tense of verbs 
ending in re in the infinitive mood is formed by changing this 
termination into aient. 

Examples have now been seen of the third person plural of 
the imperfect tense in the three regular forms of conjugation 
and the two auxiliaries, in the following phrases : 

^^Plusieurs de ses compagnons contribuxiY.i^iT.'''' — 12th lesson. 

'■'■ Des apijrentis se rezmiss aient." — 18th lesson. 

''''Nous n'^en savons rien, repondAiE^T-ihy — 18th lesson. 

"Zes boulevards etaient ses promenades favorites^ — 8th 
lesson. 

" Ces etourdis avaient toujours quelque nouvelle parties — 
loth lesson. 

Importe is a form (22) of the verb importer^ one of the de- 
rivatives oi 'porter, mentioned in the seventh lesson. 

PouRvu QUE is one of the conjunctions which require the sub- 
junctive mood (244). It is formed of the past participle of 
pourvoir, to provide, and the conjunction que, that. 

Amusions is the first person plural of the j^resent tense of the 
subjunctive mood of amuser. 

370. The first person plural of the present tense of the sub- 
junctive mood of verbs ending in er in the infinitive is formed 
by changing this termination into Ions. It is similar to the 
same person of the imperfect tense (214). The consequence of 
this rule is that if the termination of the verb is ier in the infini- 
tive, as in etudier, oublier,th.e i is doubled, thus : Que nous etu- 
diions, que nous oubliions. 

Examples have now been seen of the first person plural of the 
11 



242 EIGHTEENTH LESSON. 

present tense of the subjunctive in the three regular forms of con- 
jugation and the two auxiliaries, in the following phrases : 

" Qu'imj}07'te, pourvu que nous nous ajnusioi^s ?" — 18th lesson. 

"t/e ne doute pas que nous ne re?(6'Sissi0NS." — l7th lesson. 

'■^ La justice veut que nous rendio^s hommage.^'' — 10th lesson. 

'' N'attendons pas que nous soyons trop vieux'' — 14th lesson. 

" A Dieu ne plaise que nous ayons une p>areille pens^e ! " — 
10th lesson. 



SYNTAX. 

Why is se before reunissaient and promener ? '^' — 43. 

Why is there no preposition between aller and se promener ? 
—187. 

Why do we say " Dans les champs ^^"^ and not " En les champs ? " 
—191. 

AVhy do we say " JEn apercevant,''^ and not ^^ Bans apercevant ? " 
—192. 

Why is there no preposition between vous viendrez andfaire? 
—187. 

Why is etre in the subjunctive mood in " lious attendrons que 
(till) vous soYEZ pret ? " — 244. 

Why is vous after dipechez ? — 297. 

Why is the pronoun after the verb in " Oil allez-vous ? " — 40. 

Why is en before the verb in " Nous n^en savons rien ? " — 43. 

Why is amuser in the subjunctive mood in " Pourvu que nous 
nous AMUsioNS ? " — 244. 

In the phrase " Pourvu que nous nous amusions," why is nous 
employed twice ? — 180. 



Se reunissaient pour aller. 

371. When the English preposition tO, before the infinitive 
mood, signifies in order to, it is rendered in French by pour. 

* See notes on page 17. 



EIGHTEENTH LESSON. 24:3 

Pour alter se promener. 

A verb of motion, as aller^ to go, venir, to come, is often 
joined to the next verb in English, by means of the conjunction 
and, both verbs being in the same tense and mood, as : To go 
and (to) take a walk ; Let us go and {let us) take a walk ; We 
shall go and {we shall) take a walk. 

372. The verb which follows a verb of motion in French is 
in the infinitive mood, and requires no conjunction before it. 
The preceding examples should therefore be translated : Aller se 
PROMENER ; Allans nous promener ; Nous irons nous promener. 



S''ec7'iaient-ils. 

Demandait celui-ci. 

Repondaient-ils. 

373. The subject is placed after the verb in the incidental 
phrase by which we designate the person whose words are quoted. 



En apercevant Alexis. 
374. The preposition on, used in the English before the 
present participle to denote the time at which any thing happens, 
is rendered in French by en. 



Vous viendrez faire un tour. 

375. The verb faire is commonly employed in phrases which 
denote that distance or space is gone over, as : '"Faire un pas, to 
take a step ; Faire un tour, to take a turn, a trip ; Faire une 
promenade, to take a walk ; Faire un voyage, to perform a jour- 
ney ; Faire un mille a pied, to walk a mile ; Faire une lieue a 
cheval, to ride a league." 



Vous viendrez a^ec nous, n'est-ce pas? 

376. The interrogative form annexed to a proposition, in order 
to know whether it is assented to, varies in English according to 
the tense and person of the verb, and may be expressed in as 



244 



EIGHTEENTH LESSON. 



many ways as there are diflferent signs or auxiliary verbs. In 
French this form is invariably rCest-ce pas ? thus : " Vous viendrez^ 
rCest-ce pas ? you will come, will you not ? Vous ne viendrez pas, 
n'est'ce pas ? you will not come, will you ? Vous venez, nest-ce 
pa^ ? you are coming, are you not ? II u'est past venu, n'est-ce 
pas ? he is not come, is he ? II parlait Men, n'est-ce pas ? he 
spoke well, did he not ? // ne serait pas chez lui, n'est-ce pas ? 
he would not be at home, would he ? " 



Plus alerte que de couiume. 
377. There are two ways of forming the comparative degree 
in English, when it denotes superiority, as brisker, or more 
brisk ; there is but one in French : the adverb plus is placed be- 
fore the adjective or the adverb. When in English the con- 
junction than follows, it is rendered by que. The same con- 
junction follows moins, less, when the comparative denotes 
inferiority, as: ^^ Moins alerte que de coutume, less brisk than 
usual" (197). 



LEXICOLOGY. 

About 50 substantives ending with ade are alike or nearly so 
in both languages. Ex. Cama?'ade, comrade ; balustrade, caval- 
cade, brigade, etc. See Obs. 362. 

Most of the words beginning with the prefix e or ex are 
nearly the same in French and in English. Ex. Exclusif, exclu- 
sive ; excursion, excursion, etc. See Obs. 363. 



ADDITIONAL WORDS.* 



AnticJiambre, 

Asseniblee, 

Assimiler, 

Avoisiner, 

(Jkanibellan, 

Chambre, 

Commandite, 

Mandataire^ 



Antechamber.. 
Assembly. 
To assimilate. 
To be near. 
Chamberlain. 
Chamber, room. 
Partnership. 
Proxy. 



Preste, 

Prestige, 

Passemblement, 

Redemander, 

Similaire, 

Simulacre, 

Simultane, 

Voisinage, 



Ninible, quick. 
Prestige, illusion. 
Gathering. 
To ask again. 
Similar. 
Feint, image. 
Simultaneous. 
Neighborhood. 



* See note on page 11. 



EIGHTEENTH LESSON. 24:5 



EXEECISES 

UPON THE GRAMMATICAL OBSEEYATIOXS AXD "UPON THE RULES OF 
SYNTAX.* 

1. Model: lis reunissaient. See Obs. 361. — They freed — 
They warned — They diverted — They finished — They furnished — 
They blackened — They perished — They filled — They succeeded. 

2. Model : lis s'ecriaient. See Obs. 364, 180. — To abstain ** 
— I hasten — We escape — He took possession — You are going 
away — They are going back — You will remember. 

3. Model: Se promener. See Obs. 365, 180. — I expect** to 
see him — He will behave well — We shall make haste — You will 
suspect — They will make use of that. 

4. Model : Vous viendrez. See Obs, 273. — (Translate by 
verbs derived from venir in the second person plural of the fu- 
ture tense) — You will agree — You will disown — You will trans- 
gress — You will become — You will intervene — You will attain 
— You will prevent — You will come again. 

5. Model : JVous attendrons. See Obs. 366. — We shall learn 
— We shall understand — We shall say — We shall hear — We 
shall put — We shall bite — We shall pretend — We shall please 
— We shall lose — We shall take — We shall answer — We shall 
render — We shall follow — We shall suspend — We shall sell. 

6. Model : Nous par tirons. See Obs. 367. — We shall assail 
— We shall free — We shall warn — We shall divert — We shall 
finish — We shall furnish — We shall blacken — We shall perish 
— We shall reunite — We shall fill — We shall succeed — We shall 
feel. 

7. Model : Depkhez. See Obs. 368. — Stop — Call — Admire 
— Love — Bring — Go — Charge — Give — Ask — Examine — Study 
— Imagine — Forget — Think — Pass — Pronounce — Speak — Pro- 
pose — Lend — Look — Turn — Find. 

8. Model : lis r^pondaient. See Obs. 369. — They heard — 
They put — They bit — They pretended — They lost — They an- 

* See notes on page 12. 
• ** These verbs will be found among those in the lists on pages 238 
and 239. 



246 EIGHTEENTH LESSON. 

swered — They rendered — They laughed — They followed — They 
suspended — They sold. 

9. Model : Pourvu que nous amusions. See Obs. 370. — Pro- 
vided we admire — Provided we love — Provided we bring: — Pro- 
vided we go — Provided we charge — Provided we give — Provided 
we ask — Provided we examine — Provided we imagine — Provided 
we think — Provided we pass — Provided we pronounce — Pro- 
vided we speak — Provided we look — Provided we find. 

10. Model: En apercevant. Syntax, 374. — On calling — On 
looking — On turning — On finding — On finishing — On filling — 
On hearing — On putting. 

11. Model : Plus alerte que. Syntax, 377. — More active than 
— More ambitious than — More attentive than — Finer (masc.) 
than — Finer (fem.) than — Dearer than — Sweeter than — Falser 
(masc.) than — Falser (fem.) than — Cooler (masc.) than — Cooler 
(fem.) than. 



FHBASES FOB COMPOSITION'^ 

TO BE TEANSLATED INTO FRENCH. 

1. They were filling their basket with cakes — 361, 265. 

2. Our friends were diverting themselves — 361. 

3. I say ! we shall give them a serenade — 317, 304, 362. 

4. You will remember [of] Avhat we have said — 364. 

5. You did not expect [to] our visit, did yoa ? — 365, 376. 

6. If they make haste, they will be on the bridge before you 
—365. 

7. We shall answer [to] all your questions — 366. 

8. We shall sell our boat — 366. 

9. If you speak slowly [softly], I think that we shall under- 
stand you — 366. 

10. Where shall we put our fish ? — 366. 

11. You will put it into this basket — 307. 

12. We shall divert ourselves in the fields — 367. 

* See notes on page 13. 



EIGHTEENTH LESSON. 247 

13. We shall finish this story another day — 367. 

14. If we are not victorious, we will perish together — 
141, 367. 

15. Amuse yourselves, my dear children — 368, 297. 

16. Weigh your bread and meat — 368, 108. 

17. Reward your children — 368. 

18. Lend me your dictionary— 368, 297, 299. 

19. They heard without understanding — 369, 129. 

20. They laughed without knowing why — 369, 129. 

21. They were losing their time in looking a^ the shops — 
369, 203. 

22. It is necessary that we should take [bring] some provi- 
sions — ^^370. 

23. They talk to exercise themselves — 37l. 

24. We are going into the fields to take a walk — 371, 375. 

25. I am come to see you — 371. 

26. Come and see the bridge — 372. 

27. Go and speak to your mother — 372. 

28. You will often come [often] and see us — 372. 

29. " Where are our friends? " said (dit) James — 373. 

30. "They are in the fields," answered William— 373. 

31. " Where are we? " asked Alexis — 373. 

32. " On the boulevard," answered his comrade — 373. 

33. On hearing these words he stopped — 374, 66. 

34. On putting his feet into the water, he felt an eel — 374. 

35. We have learned many words, have we not ? — 376. 

36. Your comrades like fish, do they not ? — 376. 

37. We should not have time to go and see them, should we ? 
—372, 376. 

38. We shall wait /or our friends, shall we not ? — 376. 

39. She was studying her lesson, was she not ? — 376. 

40. They have not forgotten us, have they ? — 376. 

41. James was more active than William — 377. 

42. This shop is finer than the other — 377. 

43. Meat is dearer than bread — 377. 

44. William was younger than his brother — 377. 

45. This lesson is not longer than the seventeenth — 377. 



24:8 NINETEENTH LESSON.. 



NINETEENTH LESSON.* 

FIKST DIVISION. PRACTICAL PAET. 

TEXT.** 

LITERAL TRANSLATION. 

Nineteenth 

'' IVoMS coMrroias, noM§ saiiteroits, nous 

shall run shall leap 

joiieroBis awx Jbarres, aai cheval ibndu et 

shall play prisoners' base horse melted 

a d'aiitres jeiix. ^arnisscz vos poches, 

games Stock pockets 

si vows le poifvea;. 8i voiis ai'avez pas 

can have 

d'argent, | Bi'Iisaporte ) ; saiiTes-iioMS tow- 
money no matter follow 

jowrs et M'ayea; aiictiaa soiici dii reste." 

have care rest 

Toistes les iityitatlosis dtt iMeme g"eiire 

invitations kind 

etaieiit joyetiseiiaesit acceptees, ew qwelqwe 

joyfully accepted whatever 

iiioinent €|ti'ell€s ai'rivasseBit, qsielqwe 

arrived (subj.) however 

iiiopportoiies ^w'elles fk^ssent, ^gtielqsies 

untimely were (subj.) Avhatever 

* See 1st note on page 187 ** See 2cl note on [lafrc 117. 



NINETKIiNTH LESSON. 24:9 

pFc§santes occiipatioiiis qu'elles iiiterroni- 

pressing occupations inter- 

pissent, quelq[ties inconveiiients qu'elles 

riipted (subj.) Avhatever inconveniences 

eii§sent^ et | quels que | fwsseiit ceux qui 

had (subj.) whoever were those 

les faisaieiif, pourvu qu'ils eussent Fair 

them made had air 

de l)on§ enfaiits. 



THE SAME IN GOOD ENGLISH. 

" We shall run and jump and play at prisoners' base, at leap 
frog, and other games. Line your pockets, if you can. If you 
have no money, it matters not; come with us, and never mind 
the rest." 

All invitations of the same kind were joyfully accepted, at 
whatever moment they might arrive, however untimely they 
might be, whatever pressing occupations they might interrupt, 
whatever inconveniences might attend them, and whoever they 
might be who made them, provided they looked like good fel- 
lows. 



QUESTIONS AND ANSWERS FOR CONVERSATION.* 



Quelle est cette legon ? 

Que feront les camarades 

d' Alexis ? 
A quels jeux joueront-ils ? 

Qu'est-ce que c'est que le cheval 
fondu ? 



C'est la dix-neuvieme. 

lis courront, ils sauteront, ils 

joueront. 
Aux barres, au cheval fondu et 

k d'autres jeux. 
C'est un jeu. 



* See notes on page 2. 
11* 



250 



NINETEENTH LESSON. 



Quelle recommandation les ap- 
prentis faisaient-ils k Alexis ? 

Etait-il indispensable qu'il eut do 
Targent ? 

Que lui disaient-ils encore ? 

Comment toutes les invitations 

du meme genre etaient-elles 

acceptees ? 
Qu'est-ce qui etait joyeusement 

accepte ? 
En quel moment etaient-elles 

joyeusement acceptees ? 
Ces invitations etaient-elles tou- 

jours opportunes ? 
Etaient-elles acceptees de meme, 

quand elles etaient inoppor- 

tunes ? 
Qu'est-ce que ces invitations in- 

teiTompaient quelquefois ? 
Comment etaient-elles repues, 

quand elles avaient des incon- 

venieiits? 
Acceptait-il ces invitations quels 

que fussent ceux qui les fai- 

saient ? 



De garnir ses poches, s'il le pou- 
vait. 

Non ; car les apprentis lui di- 
saient : " Si vous n'avez pas 
d'argent, n'importe." 

" Suivez-nous toujours^ et n'ayez 
aucun souci du reste." 

Elles etaient joyeusement accep- 
tees. 

Toutes les invitations du meme 
genre. 

En quelque moment qu'elles ar- 
rivassent. 

ISTon. Elles etaient quelquefois 
inopportunes. 

Qui ; quelque inopportunes qu'el- 
les fussent. 



pres- 



Elles interrompaient de 
santes occupations. 

Elles etaient joyeusement accep- 
tees, quelques inconvenients 
qu'elles eussent. 

Oui, pourvu qu'ils eussent I'aii' 
de bons enfants. 



SENTENCES FOR ORAL TRANSLATION.* 



TO BE TURNED INTO ENGLISH. 

Avez-vous encore des explica- 
tions a me demander sur le 
syst^me metrique ? 

Oui, certainement. Et d'abord 
sur les mesures en usage pour 
les liquides, les grains, et csetgra. 



TO BE TTIENED INTO FEENCH. 

Have you any more explanations 
to ask me on the metrical sys- 
tem? 

To be sure, I have. And firstly, 
on the measures used for 
hquids, grains, and so forth. 



See note on page 



NINETEENTH LESSON. 



251 



Nous les appelons mesiires de 

capacite. 
C'est comme chez nous. 
L'unite de mesure est le litre. 
C'est un decimetre cube. 
A laqnelle de nos mesures cela 

equivaut-il ? 
A environ deux pintes. 
Ou, plus exactement, a une pinte 

et trois quarts. 
Je ne vous demande pas la deno- 
mination des autres mesures 

de capacite : je la trouverai 

tout seul, 
Un de mes amis a un champ de 

deux hectares ; combien d'acres 

cela fait-il ? 
Envii'on cinq acres. 
Je suppose que le mot hectare 

est pour Tiectoare^ c'est-a-dire 

cent ares. 
Vous avez raison: I'are est Tu- 

nite des mesures de superficie. 
Un are est une surface de cent 

metres carres. 
Je ne comprends pas le mot 

carres. 
Le carre est une surface limitee 

par quatre lignes de la me me 

longueur, formant quatre an- 
gles pareils. 
Cette feuille de papier a quatre 

angles pareils : est-elle carre e ? 
Non, pas exactement ; parce que 

ses quatre bords ne sont pas de 

la meme longueur. 
Quelle est Tunite de mesure pour 

les solides ? 
Le stere, ou le metre cube. 
N'avons-nous rien oublie ? 
Xous n'avons pas parle de la 

monnaie. • 



"We call them measures of ca- 
pacity. 

It is the same in our country. 

The unity of measure is the liter. 

It is a cubic decimeter. 

To which of our measures does 
that correspond ? 

To about two pints. 

Or, more exactly, to a pint and 
three quarters. 

I do not ask you to tell me the 
names of the other measures 
of capacity : I shall find them 
out by myself. 

A friend of mine has a field of 
two hectares ; how many acres 
does that make ? 

About five acres. 

I suppose that the word hectare 
is for Tiectoare^ that is one hun- 
dred ares. 

You are right: the are is the 
unity of superficial measures. 

An are is a surface of one hun- 
dred square meters. 

I do not understand the word 
carres. 

The aquare is a surface hmited 
by four lines of the same 
length, forming four similar 
angles. 

This sheet of paper has fom- simi- 
lar angles : is it square ? 

Xo, not exactly ; because its four 
sides are not of the same 
length. 

TThat is the unity of solid 
measures ? 

The stere, or cubic meter. 

Have we forgotten nothing? 

We have not spoken of coins. 



252 



NINETEENTH LESSON. 



Comprenez-Yous le mot mon- 

naie ? 
Oui, par sa ressemblance avec 

notre mot money. 
Le franc est runite. 
C'est une piece d'argent du poids 

de cinq grammes. 
A quoi cela equlvaut-il ? 
A vingt sous. 
Y a-t-il des decifrancs, des deca- 

francs et des centifrancs ? 
Non, ces denominations ne sont 

pas en usage. 
Les subdivisions du franc sont 

appelees centimes. 
Un centime est le centieme d'un 

franc. 
II y a des pieces de cinq cen- 
times, ou des sous. 
II y a des pieces de dix, de vingt 

et de cinquante centimes. 
II y a aussi des pieces de deux 

francs et de cinq francs. 
De quel metal sont-elles faites ? 
D'argent. 

N'avez-vous pas de pieces d'or? 
Nous avons des pieces de dix 

francs, de vingt fi-ancs et de 

quarante francs. 
Je vous suis bien oblige de vos 

explications. 



Do you understand the word 

moimaie ? 
Yes, from its resemblance to our 

word money. 
The franc is the unity. 
It is a piece of silver weighing 

five grams. 
What is it equivalent to ? 
To twenty cents, or sous. 
Are there any decifrancs, deca- 

francs, and centifrancs ? 
No, these denominations are not 

used. 
The subdivisions of the franc are 

called centimes. 
A centime is the hundredth part 

of a franc. 
There are pieces of five centimes, 

or sous. 
There are pieces of ten, twenty, 

and fifty centimes. 
And there are pieces of two 

francs and of five francs. 
What metal are they made of? 
Of silver. 

Have you no pieces of gold ? 
We have pieces of ten, twenty, 

and forty francs. 

I am much obliged to you for 
your explanations. 



NINETEENTH LESSON. 253 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIAEITIES IX THE TEXT. 

Of what gender are cheval, jeu, argent, souci, moment^ and 
air ? ^ — 14. 

Of what gender are harre avApoche? — 15. 

Of what gender are invitation and occupation ? — 99. 

In what tense and of what person are sauterons srnd jouej'ons ? 
—304. 

Why is there an s added to 2^oche, inconvenient, and enfant ? 
—29. 

Why is the plural of jeu formed with an x instead of an s ? 
—232. 

"\i\Tiat does aux stand for ? — 140. 

What does au stand for ? — 55. 

What is the singular of vos? — 308. 

What does du stand for ? — 143 

From what adjective h joyeusement derived? — 31, 32. 

What is the masculine oijoyeuse ? — 141, 142. 

Of what gender and number is the participle acceptees ? — 
53, 2, 25. 

What is the infinitive of accepte ? — 52. 

Of what gender and number is the participle pressantes ? — 
53, 2, 25. 

What is the infinitive oi pressant ? — 115. 

What is the singular masculine of inopportunes ? — 2, 25. 

What is the feminine of hon ? — 184. 



Dix-NEUviEME is derived from dix and neuf already seen. 
CouRRONS is the first person plural of the future tense of courir^ 
which comes from the Latin currere, to run. This verb is irreg- 



* See notes on page 17. 



254 NINETEENTH LESSON. 

ular (318). Its principal derivatives are : Accourir, to run up ; 
concourir, to concur, to compete ; discourir, t# discourse, to 
descant ; encoiirh-, to incur ; parcourir, to go over, to look over, 
to run over ; recourir, to run again, to have recourse ; secourir, 
to succor, to relieve, to help ; and these give rise to a number of 
other words nearly the same in both languages, as : Concours, 
concourse, concurrence, competition ; concurrence, competition ; 
concurrent, competitor; courrier, courier, post-boy, messenger, 
mail, post ; cours, course, current, way, currency, rate ; course, 
running, race, career, course, trip, errand ; coursier, steed, cour- 
ser ; discours, discourse, speech ; rccours, recourse ; secours, suc- 
cor, relief, etc. 

Sauterons is a form (304) of the verb sauter, to leap, to 
jump, to skip. 

JouERONS is a form (304) of the yerhjouer, to play. 

Barre, from the Spanish harra, or the Italian sbarra, bar, cor- 
responds to the English word bar. In the sense of base or jpris- 
oners^ base, it is always plural. 

Cheval fondu, literally, horse melted, is an idiomatic ex- 
pression, signifying leap-frog. Cheval comes from the Greek 
xa§aXXii.c, horse. Its plural is chevaux. 

378. Besides the adjectives in al (30), there are about 60 
substantives having this termination, 40 of which are the same, 
or very nearly the same, in both languages, as : Metal, vassal, 
animal, arsenal, amiral, admiral ; caporal, corporal ; cristal, 
crystal ; hdpital, hospital. 

379. Substantives ending in al form their plural by changing 
this termination into aux, as : Cheval, chevaux ; canal, canaux ; 
signal, signaux. 

380. The principal exceptions are : Bals, balls ; carnavals, car- 
nivals ; and regals, treats. 

The principal derivatives of cheval are : Chevalier, knight ; 
chevalerie, knighthood, chivalry ; chevaleresque, knightly, chival- 
rous ; cavalcade, cavalcade ; cavale, mare ; cavalerie, cavalry, 
horse ; cavalier, horseman, rider, trooper, cavalier, gentleman ; 
cavalier, (adj.), easy, free ; and cavalier ement, cavalierly. 

Fondu is the past participle of fondre, to melt, which cornea 
from the l^^im /under e, to cause to flow, to make fluid. 



NINETEENTH LESSON. 255 

381. The past participle of verbs ending in re in the infinitive 
mood is formed by changing this termination into u. 

The principal derivatives of fondre are : Fonderie, foundry ; 
fondeur, founder, melter ; fonte, melting, casting, cast-iron, cast ; 
fuser^ to expand, to liquefy ; fusible ; fusion ; diffus, diffuse ; 
confondre, to confound, to blend, to confuse ; confus^ confused, 
confounded ; confusion^ diffusion^ infusion^ etc. 

Jeux is the plural of jeu (232), mentioned in this lesson. 

Garnissez is the second person plural of the imperative mood 
of garnir^ to furnish, to stock, to decorate, to trim, to garnish. 

■ 382. The second person plural of the imperative mood of 
verbs ending in ir in the infinitive is formed by changing this 
termination into iss-ez. It is similar to the same person of the 
present tense of the indicative mood (196). 

Poche comes from the Saxon pocca, pocket. It is feminine 
according to analogy (15). 

PouvEz is the second person plural of the present tense of the 
indicative mood of the irregular verb pouvoir, seen in the third 
lesson. 

AvEZ is the second person plural of the present tense of the 
indicative mood of avoir. 

Argent, silver, money, comes from the Latin argentum, silver. 
Its principal derivatives are : Argenter, to silver over, to plate ; 
argenteur, silverer ; argenierie, silver-plate, silver ; argentin, sil- 
very ; argenture^ silvering ; and vif-argent, quicksilver. 

383. N'importe, being in frequent use, and giving rise to 
several idiomatic locutions, requires a particular mention. It is 
the negative form of il importe, it is important, the third person 
singular of the present tense of importer, to be important, a verb 
which, in this sense, is only used in the infinitive or in the third 
person singular, with the impersonal pronoun il. NHmporte 
means no matter, never mind, it does not signify. Its principal 
combinations are : N'importe lequel, no matter which, be it 
wliich it may. N'importe ou, anywhere. NHmporte quand, at 
any time. Nimporte qui, any one, whoever you like. Nim- 
porte quoi, no matter what. 

SuivEz is the second person plural of the imperative mood of 
suivre seen in the third lesson. 



256 NINETEENTH LESSON. 

384. The second person plural of the imperative mood of verbs 
ending- in re in the infinitive is formed by changing this ter- 
mination into ez. It is similar to the same person of the pres- 
ent tense of the indicative mood (368). 

Ayez is the second person plural of the imperative mood of 
avoir. 

Examples have now been seen of the second person plural of 
the imperative mood, in the three regular forms of conjugation, 
and the two auxiliaries, in the following phrases : 

" DepechEz-vousy — 18tli lesson. 

" GarnissEz vos pockcs.^^ — 19th lesson. 

" SuivEZ-nousT — 19th lesson. 

" Soy EZ plus alerte que de coutumer — 18th lesson. 

"iV^AYEZ auciin souciy — 19th lesson. 

385. Pas d'argent, Aucun souci. Pas de, like 
aucun, corresponds to no or not any (240) ; but it differs from 
aucun, inasmuch as it refers to the plural as well as the singu- 
lar, and has besides a more indefinite sense. Aucun usually 
means not one : thus, we say indifferently, " N'ayez pas de souci^'' 
or " N^ayez aucun 80uci ; " but we cannot say, " VouB n'avez 
AUCUN argent,'^ for '■'■Vousn^avez pas Ji'argentr 

Souci is contracted from the Latin sollicitudo, care. Its prin- 
cipal derivatives are : Sans souci, careless ; se soucier, to care, to 
concern one's self; soucieux, anxious, full of care; insouciance, 
carelessness ; and insouciant, careless. 

Reste, mentioned in the eighth lesson, is masculine by excep- 
tion (15). 

Invitation is derived from invite?', to invite. It is the same 
in French and in English (49). 

Genre is masculine by exception (15). 

JoYEusEMENT comcs from joie (141, 142, 31, 32), mentioned 
in the fourteenth lesson as one of the derivatives oijouir. 

Accepter, to accept, is much the same in both languages 
(262, 303). 

386. Quelque (144) followed by que, corresponds to what- 
ever and however. 

Arrivassent is the third person plural of the past tense of the 
subjunctive mood of arriver. 



NINETEENTH LESSON. 25T 

387. The third person plural of the past tense of the sub- 
junctive mood of verbs ending in er in the infinitive is formed by 
changing- this termination into assent. * 

Inopportun is one of the derivatives of ^or^er (1'70, 68), men- 
tioned in the seventh lesson. 

FussENT is the third person plural of the past tense of the 
subjunctive mood of etre. 

Press ANTES is the plural feminine form of pressanf, the pres- 
ent participle of presser (115), which comes from the Latin pres- 
sare, premere^ to press. The principal derivatives of presser 
are : Pressoir, press, wine-press ; pression^ pressure ; empresse^ 
eager, earnest ; s'empresser, to be eager ; comprimer^ to compress, 
to restrain ; deprimer, to depress ; exprimer, to express ; im- 
primer^ to imprint, to impress, to print ; opprimer, to oppress ; 
reprimer, to repress, to check ; supprimer, to suppress ; and these 
in turn give rise to a number of other words alike, or nearly so, 
in both languages, as : Expres&if^ expressive ; oppressif, op- 
pressive ; compression, compressible, depression, expression, im- 
pression, oppression, suppression, etc. 

Occupation is alike in both languages (68, 49). 

Interrompissent is the third person plural of the past tense 
of the subjunctive mood of interrompre, derived from rompre 
(249), to break, which comes from the Latin rumpere, to break, 
to tear in pieces. 

388. The third person plural of the past tense of the subjunc- 
tive mood of verbs ending in re in the infinitive is formed by 
changing this termination into issent. 

Inconvenient is the same in French and in English (45). 

EussENT is the third person plural of the past tense of the 
subjunctive mood of avoir. 

Ceux is the plural masculine of celid (100). 

Faisaient is the third person plural of the imperfect tense of 
the irregular verb faire, already mentioned. 

Air comes from the Greek ct^p, air. Its principal derivatives 
are : Aerien, aerial, airy ; aeriforme, aeriform ; aerolithe, aero- 
lite ; a^ronaute, aeronaut ; aerostat, air-balloon, etc. . 

Avoir l'air, word for word, To have the air, signifies to look, 
to look like, to seem. .^ 



258 NINETEENTH LESSON. 



« SYNTAX. 

Why would it not be correct to say, " Nous jouerons a barres, 
a cheval fondu ? " * — 35. 

Why do we say " Ti'autres jeux" and not " des autres jeux ? " 
—102. 

What does the pronoun le represent in " Si vous le pou- 
vezP'—264. 

Why is nous after suivez ? — 297. 

Why does the participle acceptees agree with its subject invita- 
tions .^—354. 

Why is les hdore faisaient ? — 43. 

W^hy is the verb in the subjunctive mood in the phrase 
'"'' Pourvu qu'ils eussent Vaii' de bans en/ants V — 244. 



Nous coiirrons, nouS sauterons, nouS jouerons. 

389. It would not be incorrect to say, " Nous courrons, saute- 
rons, jouerons" etc. The repetition of, the subject pronoun de- 
pends rather on the taste of the speaker than on any precise rule. 
Yet, it may be stated in a general way that the repetition of the 
pronoun is more frequent in French than in English. 



Vous n'avez pas d''argent. 

390. The article is generally suppressed before a substantive 
following a verb in a negative phrase, unless this substantive 
be modified by some words annexed to it. 

If the phrase w^ere affirmative or interrogative, we should say, 
^'■Vous avez de Hargent — Avez-vous de HargentV^ (93, 102). 

391. When the sense of the substantive, which follows a verb 
in a negative phrase, is modified or restricted by some additional 
words, it takes the article, as in this example : " Vous n^avez pas 

. * See notes on page 17. 



NINETEENTH LESSON. 259 

DE i.^ argent qu'on vient de frapper a la Monnaie, you have none 
of the money which has just been coined at the mint." 



J^n quelque moment qu^elles arriv assent. 
Quelques inconvenients qvHelles eussent. 

392. Quelque, followed by que, may be joined to a sub- 
stantive, to an adjective, or to an adverb. — Quelque may also be 
joined to a verb, but then it is not followed by que (396). 

393. Quelque, joined to a substantive and signifying ivhat- 
ever or whatsoever, is an adjective, and agrees in number with the 
substantive to which it is joined, as, quelque moment que, quel- 
ques inconvenients que. The word que follows the substantive, 
as soever sometimes does in Enghsh, as ; What moment soever. 



Quelque inopportunes qu^elles fussent. 
894. Quelque joined to an adjective or an adverb, and sig- 
nifying however or howsoever, is an adverb, and therefore in- 
variable. 



Quelques pressantes occupations qvL^elles interrominssent. 

395. But when the adjective which comes after quelque is 
connected with a substantive, quelque agrees with that substan- 
tive, according to rule 393. 



Quels que fussent ceux qui les faisaient. 

396. Quel que, followed by a verb, signifies whoever or 
whatever. It forms two words, the^first of which is an adjective 
agreeing in gender and number with the subject 'of the verb, 
thus : Quel que fiit celui, Quelle que fiit celle, Quelles que 

fussent CELLES. 



397. The subjunctive mood is required after these expressions 
quelque . . . que, quel que, qui que, quoi que, corresponding to 
ivhatever, however, whoever, and whichever. 



260 



KINETEENTH LESSON. 



Pressantes occupations. 
398. AYhen the present participle is used as an adjective, it 
follows the rule of the adjective, and agrees in gender and num- 
ber with the substantive. 



LEXICOLOGY. 

About 40 substantives ending with al are the same, or very 
nearly the same, in both languages. Ex. Metal, vassal, etc. 
See Obs. 378. 



ADDITIONAL WORDS.* 



Abrupt, 

Bfirreau, 

Barricade, 

Barricader, 

Bai'^riere, 

Bijou, 

Bijouterie, 

Bijou tier. 

Corridor, 

Corrompre, 

Corrwpteury 

Corruption, 



Abrupt. 
Bar. 

Barricade. 
To'ban'icade. 
Barrier, fence. 
Jewel, trinket. 
Jewelry. 
Jeweller. 
Gallery passage. 
To corrupt. 
Briber. 
Bribery. 



Corsaire, 

Courtier, 

Debarras, 

Debarrasser, 

Embarras, 

Embarrassant, 

Embarrasser, 

EmpocJter, 

E.ipres (adv.), 

Garnison, 

Boture, 

Boturier, 



Corsair. 

Broker. 

Riddance. 

To rid, to clear. 

Embarrassment. 

Embarrassing. 

To embarrass. 

To pocket. 

On purpose. 

Garrison. 

Plebeian state. 

Plebeian. 



EXERCISES 

UPON THE GEAilMATICAL OBSEEYATIONS AND UPON THE RULES OF 
SYNTAX.** 

1. Model : Chevaux, plural of cheval. See Obs. 3*78, 379. — 
Animals — Arsenals — Canals — Cardinals — Generals — Journals — 
Metals — Minerals — Originals — Signals — Tribunals — Vassals. 

2. Model : Fondu, past participle oifondre. See Obs. 381. — • 



See note on page 11. 



S(Je note on page 12. 



NINETEENTH LESSON. 261 

Waited — Heard — Bitten — Pretended — Lost — Answered — Ren- 
dered — Suspended — Sold.. 

3. Model : Garnissez. See Obs. 382. — Free^-Warn — Divert 
-Finish — Furnish — Enjoy — Blacken — Perish — Reunite — Fill. 

4. Model: Snivez. See Obs. 384.— Wait— Hear— Melt- 
Bite — Pretend — Lose — Answer — Render — Suspend — Sell. 

5. Model : Arriv assent. "See Obs. 387. — That they might 
call — That they might love — That they might bring — That they 
might accept — That tbcy might give — That they might desire — 
That they might ask — That they might examine — That they 
might study — That they might imagine — That they might play. 

6. Model: Interrominssent. See Obs. 388. — That they might 
wait — That they might hear — That they might bite — That they 
might pretend — That they might lose — That they might answer 
— That they might render — That they might follow — That they 
might suspend — That they might sell. 

7. Model : Vous ri'avez pas d''argent. Syntax, 390. — He has 
no bread — We have no aversion — There are no shops — You have 
no comrades — They have no horses. 

8. Model : En quelque moment qu'elles arrivassent. Syntax, 
393, 397. — Whatever aversion we may have — Whatever advan- 
tages they may have — In whatever circumstances we may find 
ourselves — Whatever faults they may have. 

9. Model : Quelque inopportunes quWles fussent. Syntax, 
394. — However active we may be — However attentive you may 
be — However grave he might be — However young we might be 
— However poor they might be. 

10. lsio(ie\ '. Occupations pressantes. Syntax, 398. — An amus- 
ing game — An amusing study — The diverting stories — The as- 
tonishing examples — A pressing letter — A smiling [laughing] 
air — The followinof words. 



262 NINETEENTH LESSON. 



PHRASES FOE COMPOSITION* 

TO BE TRANSLATED INTO FRENCH. 

1. Come and see the generals — 372, 378, 3 7 9. 

2. Silver is one of the precious metals — 378, 379. 

3. The children were playing with the animals — 378, 379. 

4. Here are two journals and several other publications — 
378, 379. 

5. They were making signals, but we did not understand 
tbem— 378, 379. 

6. We have answered [to] all your questions — 381. 

7. We are waited /or by our friends — 381, 354. 

8. The tradesmen have sold all their provisions — 881, 106. 

9. Have you heard his question ? — 381. 

10. Assemble [reunite] all your comrades — 382. 

11. Succeed if you can— 382, 264. 

12. Fill their baskets with provisions — 382, 265. 

13. Divert yourselves whilst you can — 382, 297, 264. 

14. Enjoy [of] your moments of recreation — 382. 

15. Finish that story— 382. 

16. Put your basket into the boat — 384. 

17. Sell me your horse— 384, 299, 297. 

18. We have no meat. But no matter, we have some bread 
—385, 390, 383. 

19. We shall not play at any game — 385. 

20. He has no comrades — 385. 

21. They do not study, because they have no books — 385. 

22. You will follow them and play with them — 389. 

23. He has no occupation — 390. 

24. Have you any occupation ? — 390. 

25. They have money, but they have no bread — 390. 

26. Have you any books ? — No, we have no books — 390. 

27. Has she any friends ? — No, she has no friends — 390. 

28. Has he any patience ? — No, he has no patience — 390. 

* See notes on page 18. 



NINETEENTH LESSON. 203 

29. We have no eels, but we have some gudgeons — 390. 

30. He has no occupations hke yours — 391. 

31. He does not ask [make] any questions of that kind — 391. 

32. Do not give them any examples that are (subj.) danger- 
ous— 298, 31 Y, 391, 141. 

33. Whatever [thing] they might ask /or, they were sure to 
have it— 392, 39V, 387. 

34. Whatever services they might render, they were never re- 
warded — 392, 397, 388. 

35. They were never sorry, whatever money they might lose 
—392, 397, 388. 

36. They will make you laugh, however serious you may be 
—394. 

37. He is attentive to all the lessons, however tedious they 
may be — 394. 

38. They have some bread, meat, and fish, however poor they 
may be — 394. 

39. Come with your friends, whoever they may be — 396, 397. 

40. W^hatever might be the invitation, it was accepted — 
396, 397. 

41. All books were studied, whatever they might be — 396, 397. 

42. They asked [made] us the following question — 398. 

43. We have heard an amusing story — 381, 398. 

44. He gave us the following examples — 398. 

45. She has received two very pressing letters — 398. 



S64 TWENTIETH LESSON. 



TWENTIETH LESSON.* 

FIRST DIVISION. PRACTICAL PART. 

TEXT.** 
LITERAL TRANSLATIOI^. 

Ving^fi^iiic le^on. 

Twentieth 

I II y avail, | paniii leisi anciennes con- 
There was among old ac- 

naissances d'Alexis, un etudiant austere 

quaintances student austere 

et A'oid, qui le serinonnait de temps en 

cold lectured 

temps, et qui, la derni^re fois qii'ils se 

last each other 

renconlr^rent, liii tint | a pen prds | ce 

met held nearly 

lang'a^e : " Croyez-moi, cher condisciple : 

language Believe fellow-student 

fuyez les Hatteuses seductions de cette 

shun flattering seductions 

compa^nie frivole et cor r up trice. Quand 

company frivolous corrupting Though 

meme tous auriez de la ibrtune, tous 

even should have 

seriez a blamer de ne son§^er qu'^ boire, 

would he to blame to dream drink 

a manger, a dormir et a tuer le temps, 

eat sleep kill 

* See 1st note on page 187. ** See 2d note ou page 117. 



TWENTIETH LESSON. 265 

sanis riesi faire de profitable. Tons isnsFez 

profitable ■will finish 

par Tous las§er de cette vie dissipee- et 

to tire life dissipated 

TOWS en reconiaaitrez le Tide 5 iiiai§ ae 

of it -will acknowledge empty (emptiness) 

sera-t-il pas trop tard ? " 

will be late 



THE SAME IX GOOD EXGLISE. 

There was, among the old acquaintances of Alexis, an austere 
and frigid student, who lectured him now and then, and who, 
the last time they met, spoke to him nearly as follows : " Take 
my advice, dear fellow-student, shun the enticements of that friv- 
olous and corrupting society. Even though you were wealthy, 
still you would be to blame to think of nothing but eating and 
drinking, and sleeping and killing time, without doing any thing 
profitable. You will at last get tired of this Hfe- of dissipation, 
and you will acknowledge the futility of it ; but will it not be too 
late?" 



QUESTIONS AND ANSWERS FOE CONVERSATION* 

Quelle est cette leQon ? ' C'est la vingtieme. 

Qui est-ce qui sermonnait Alexis ? : Un etudiant. 
Quand le serijionnait-il ? i De temps en temps. 

Quel etait le caractere de cet II etait austere et froid. 

etudiant 

Etait-ce un ami d' Alexis 1 C'etait une de ses anciennes con- 

naissances. 
n sermonnait Alexis. 



Que faisait-il de temps en temps '^ 
Quand lui dit-il: "Croyez-mo: 

cher condisciple ? " 
Comment appelait-il Alexis ? Cher condisciple. 



Quand lui dit-il : " Croyez-moi, La deruiere fois qu'ils se rencon- 
cher condisciple ? " trerent. 



* See notes on page 2. 

12 



266 



TWENTIETH LESSON. 



Que pensait-il de la compagnie 
que frequentait Alexis ? 

Avec quelles expressions lui parla- 
t-il de cette compagnie ? 

De quoi nn homme serait-il a 
bl^raer, quand meme il aurait 
de la fortune ? 

Comment I'etudiant parla-t-il de 
la vie dissipee d'Alexis ? 



Que c'ttait une compagnie fri- 
vole et corruptrice. 

" Fuyez les flatteoses seductions 
de cette compagnie frivole et 
corruptrice." 

II serait a blaraer de ne songer 
qu'a boire, a manger, a dormir 
et k tuer le temps, sans rien 
faire de profitable. 

" Yous finirez par vons lasser de 
cette vie dissipee, et vous en 
reconnaitrez le vide ; raais ne 
sera-t-il pas trop tard ? " 



SENTENCES FOR ORAL TRANSLATION.* 



TO BE TUEXED INTO ENGLISH. 

Que pensez-vous de cette his- 

toire ? 
De quelle histoire voulez-vous 

parler ? 
De celle d'Alexis Delatour. 
Faut-il vous parler franchement ? 
Oui, sans doute. 
Je ne la trouve pas fort amu- 

sante. 
Quel defaut y trouvez-vous ? 
D'abord, il n'y a guere d'inci- 

dents, 
C'est vrai. 
A tout moment la narration est 

inteiTompue par des reflexions 

et des conversations. 
Vous avez raison. 
Nous serious plus attentifs si 

I'histoire etait plus attrayante, 
Avez-vous d'autres observations 

a faire ? 



TO BE TUENED INTO FEENCH. 

What do you thinl? of this story ? 

What story do you mean? 

This of Alexis Delatour. 
Must 1 speak frankly ? 
Yes, undoubtedly. 
I do not find it very amusing. 

What fault do you find with it ? 

Firstly, there are but few inci- 
dents. 

It is true. 

At every moment the narration is 
interrupted by reflections and 
conversations. 

You are right. 

We should be more attentive if 
the story were more attractive. 

Have you any other observations 
to make 1 



* See note on page 8. 



TWENTIETH LESSON. 



267 



Je pense que c'est bien assez. 
Je suis force de dire d'abord que 

vos observations sont tres-jus- 

tes. 
Cela me fait plaisir. 
!Mais soyez assez bon pour re- 

pondre a quelques questions. 
Je suis pret a vous entendre et a 

vous repondre. 
Ou avez-vous appris les mots que 

vous venez de prononcer ? 

Dans rhistoire d' Alexis. 

Quand je vous parle, vous com- 
prenez tous les mots que je pro- 
nonce, n'est-ce pas ? 

Oui, monsieur. 

Et quand vous avez quelque 
chose k dire, vous trouvez des 
expressions pour rendre votre 
pensee 1 

Pas toujours ; mais souvent. 

Ou avez-vous appris toutes ces 
expressions ? 

Dans rhistoire d' Alexis. 

S'il n'y avait pas de conver- 
sations dans cette histoire, 
croyez-vous qu'il vous serait 
possible de trouver tant d'ex- 
pressions ? 

Je ne le pense pas. 

Dans une conversation, Ton parle 
a la premiere et k la seconde 
personne. 

Dans une narration non inter- 
rompue, nous n'apprendrions 
que la troisieme personne. 

Et nous n'aurions les verbes qu'au 
passe. 

Yoila ce qui fait que cette his- 
toire n'est pas tres-amusante. 

Mais nous avons une compensa- 
tion. 



I think it is quite enough. 
I am forced to say first that your 
observations are very right. 



I am glad to hear it. 

But be kind enough to answer me 
a few questions. 

I am ready to hear and to answer 
you. 

Where have you learned the 
words that you have just pro- 
nounced ? 

In the story of Alexis. 

When I speak to you, you un- 
derstand every word I pro- 
nounce, don't you ? 

Yes, sir. 

And when you have something 
to say, you find expressions to 
render your thought ? 

N'ot always ; but often I do. 

Where have you learned all these 
expressions ? 

In the story of Alexis. 

If there were no conversations in 
this story, do you believe it 
would be possible for you to 
find so many expressions ? 

I do not believe it would. 
In a conversation, we speak in 
the first and second persons. 

In an uninterrupted narration, 

we should learn but the third 

person. 
And we should have the verbs 

but in the past tense. 
That is why tljis story is not 

very amusing. 
But we have a compensation. 



268 



TWENTIETH LESSON. 



Nous pouvons nous entendre en 

frauQais. 
A partir de la vingt et unieme 

leQon, je ne vous parlerai plus 

anglais. 
Et vous croyez que nous tous 

comprendrons ? 
J'en suis stir. 
Vous savez assez de mots pour 

cela. 
Voyez quelle longue conversa- 
tion nous avons eue aujour- 

d'hui! 



"We can understand each other in 

French. 
From the twenty-first lesson, I 

shall no longer speak English 

to you. 
And do you helieve that we shall 

understand you ? 
I am sure of it. 
You know words enough for 

that. 
See what a long conversation we 

have had to-day ! 



SECOND DIVISION. 



-THEORETICAL PAET. 



ANALYTICAL STUDY 

OF THE GRAMMATICAL PEOtJLIAEITIES IN THE TEXT. 

Of what gender is etudiant ? * — 14. 

Of what gender is condisciple ? — 8. 

Of what gender are connaissance, compagnie, ^nd- fortune ? — 15. 

Of what gender is langage ? — 215. 

Of what gender is seduction ? — 99. 

What is the present tense of II y avait ? — 218. 

Of what gender is the adjective austere ? — 6. 

What is the feminine oifroid ? — 2. 

What is the feminine of cher ? — 3. 

In what tense and of what person is sermonnait, and what is 
its infinitive ? — 4*7. 

What is the masculine of derniere ? — 3. 

In what tense and of what person is rencontrerent, and what 
is the infinitive mood of this verb ? — 157. 



* See notes on page 17. 



TWENTIETH LESSON. 269 

In what mood are the verbs blame)', songer, boire, manger^ dor- 
mir, iuer,fa{re, and lasser ? — 121. 

What is the plural of temps ? — 17. 

Gf what gender is the adjective profitable ? — 6. 

What is the masculine of dissipee ? — 53. 

What is the infinitive of dissipe ? — 52. 

In what tense and of what person is reconnaitrez, and what is 
the infinitive mood of this verb ? — 307. 

Why is il placed after sera ? — 40. 

What is the use of t between sera and il ? — 41. 



ViNGTiEME is derived from vingt, twenty (44). 

Parmi is a preposition which means, among, amongst, and 
amid, amidst. 

Anciennes is the plural feminine oi ancien (184). 

CoNNAissANCE, secn in the fifth lesson translated by knowledge^ 
signifies acquaintance in this lesson. It is used to express either 
male or female acquaintance, but whether it refers to males or 
females it remains feminine, and in speaking of a man we say : 
" Cest une de mes coniiaissances." 

Etudiant is one of the derivatives of etudier, seen in the eighth 
lesson. 

399. The present participle sometimes becomes a substantive, 
as : Etudiant, student, from the verb etudier ; commandant, com- 
mander, from the verb commander, to command ; pretendant, 
pretender, from the verb pretend re, to pretend ; mendiant, beg- 
gar, from the verb mendier, to beg. 

Austere is an adjective which does not change in the fem- 
inine (6). 

Froid is one of the derivatives, or rather co-derivatives oifrais, 
seen in the fifteenth lesson. 

Sermonnait is a form (47) of the verb sermonner, derived from 
sermon (303, 288), which comes from the Latin sermo, speech, 
discourse. 



270 TWENTIETH LESSON. 

De temps en temps is an adverbial expression corresponding 
to now and then, every now and then, ever and anon. 

Derniere is the feminine of the adjective dernier (3). 

RencontrI:rent is a form (157) of the verb rencontrer, de- 
rived from contre, against, which comes from the Latin contra. 
The principal derivatives of contre are : Contraire, contrary ; au 
contraire, on the contrary ; contrarier, to contradict, to counter- 
act, to thwart ; contrariant, provoking, annoying ; contrariete, 
contrariety, annoyance, vexation ; rencontre, meeting, adventure, 
encounter; contraste, contrast ] conti'aster, to contrast ', contralto, 
contralto ; and d contre coeur, unwillingly. 

Se rencontrer is a pronominal verb (364) denoting reci- 
procity. 

400. The idea of a reciprocal or mutual action, expressed in 
English by adding the pronouns each-other or one-another to the 
verb, is rendered in French by means of two pronouns of the 
same person : nous nous, vous vous, Us se, placed before the 
verb; that is, by the pronominal form (180), which is likewise 
employed with reflective verbs ; the only difl:erence being that 
reciprocal verbs of course are only used in the plural number. 
Nous nous aimons — Vous vous voyez — lis se bldment — may 
consequently mean : We love each-other, or. We love ourselves ; 
You see each-other, or, You see yourselves ; They blame each- 
other, or. They blame themselves. When the rest of the con- 
struction does not clearly show the sense, ambiguity is avoided 
by the addition of the pronouns Vun Vautre, les uns les auires, 
when the action is reciprocal ; and nous-memes, vous-memes, eux- 
memes, elles-memes, when it is reflective. 

Tint is the third person singular of the past tense definite of tenir, 
which is irregular, and has been mentioned in the third lesson. 

It must be observed that the irregularities of the two verbs 
venir and tenir are the same throughout the conjugation : ac- 
cordingly, the third person singular of the past tense definite of 
venir is il vint ; and the past participle of venir being venu, the 
past participle of tenir is tenu. 

Pres, near, has been mentioned in the second lesson. 

A peu pres is an adverbial expression signifying nearly, al- 
most, or pretty much. 



TWENTIETH LESSON. 271 

Langage has been mentioned in the fifth lesson. 

Croyez is the second person plural of the imperative mood of 
croire, to believe. 

CoNDisciPLE is derived from disciple (VS), which comes from 
the Latin discipulus, disciple. The principal derivatives of dis- 
ciple are : Discipline, disciplined ; discipliner, to disciphne ; 
and a few other words, alike or nearly so in both languages, 
as : Discipline, disciplinable, indisciplinahle, disciplinaire, disci- 
plinary ; etc. 

FuYEZ is the second person plural of the imperative mood of 
the irregular verb /w^V, which comes from the Latin fugere, to 
flee. The principal derivatives of fuir are : S'enfuir, to flee, to 
run away ; fuite, flight, leakage ; se refugier, to take refuge ; 
refugie, refugee ; refuge, subterfuge, etc. 

Flatteuses is the plural feminine of the adjective flatteur^ 
derived from the verb flatter, to flatter. The derivatives of flat- 
ter are the substantives Flatteur, flatterer, and flatterie, flat- 
tery. 

401. Adjectives ending in eur have their feminine in euse 
when they can be derived from a present participle, by changing 
the termination ant into eur, as flattxi^T, flattKVR, from the 
verb flatter. 

Seduction is a word alike in both languages (49). 

Compagnie is one of the derivatives of compagnon, seen in the 
twelfth lesson (199). 

Frivole comes from the Latin frivolus, trifling. It is of 
both genders (6). Its only derivative is frivolity, frivolousness, 
trifle. 

Corruptrice is the feminine of the adjective corrupteur, allied 
to the verb corromp)re, to corrupt, one of the derivatives of rom- 
pre (75), mentioned in the nineteenth lesson. 

402. Adjectives ending in teur form their feminine by chan- 
ging this termination into trice, when they cannot be derived 
from a present participle, as corrupteur, the participle of the 
corresponding verb, corrompre, being corrompant and not cor- 
ruptant. 

403. There are about 260 adjectives and substantives ending 
in teur, most of which have preserved in English their Latin 



272 TWENTIETH LESSON. 

termination tor, as : Acteu7', actor ; auditeur, auditor ; createiir, 
creator ; moderateur, moderator, etc., etc. 

QuAND, seen in the eighth lesson as an adverb meaning when 
(1'76), is employed in this lesson as a conjunction, and signifies 
though. With this sense it is often followed by meme^ and some- 
times by hien meme, which serves only to make it more em- 
phatic, without altering the sense : Quand hien meme corresponds 
to though even in English. 

AuRiEz is the second person plural of the conditional mood of 
avoir. 

Seriez is the second person plural of the conditional mood of 
etre. 

Blamer is derived from the substantive hldme (303), slander, 
invective. 

SoNGER, which properly means to dream, is often used in the 
sense of to think. It is derived from songe, dream (303), which 
is supposed to come from the Latin somnium. 

BoiRE comes from the Latin hihere. It is an irregular verb. 
Its principal derivatives are : Boisson, beverage, drink ; huvahle, 
drinkable ; buveur, drinker ; and imbiber, to imbibe. 

Manger comes from the Latin mandere, to chew, or mandu- 
care, to chew, to eat. Its principal derivatives are : Mangeoire, 
manger, crib ; mangeable, eatable ; mangeur, eater ; blanc-manger, 
blanc-mange ; and garde-manger, pantry, buttery, safe. 

DoRMiR comes from the Latin dormire, to sleep. It is an ir- 
regular verb. Its principal derivatives are : Dormant, sleeping, 
stagnant, dull; dormeur, sleeper; dormeuse, carriage adapted for 
sleeping ; endormir, to lull, to send to sleep ; endormi, asleep ; 
dortoire, dormitory, etc. 

Tuer, to kill, or to slay, comes from the Greek ^jsiv, to sacri- 
fice. Its principal derivative is tueur, killer. 

Profitable, derived from the verb projiter, to profit, is a word 
alike in both languages (97). 

FiNiREz is the second person plural of the future tense oi jinir, 
seen in the tenth lesson. 

404. The second person plural of the future tense of verbs 
ending in ir in the infinitive mood is formed by adding ez to 
this termination (321, 307). 



TWENTIETH LESSON. 273 

Lasser is derived from the adjective las, fatigued, tired, weary, 
which comes from the Latin lassus, fatigued. The principal de- 
rivatives of LAS are : Lassitude, weariness ; ddassement, repose 
from fatigue, relaxation, recreation ; delasser, to refresh, to un- 
weary. 

Vie comes from the Latin vita, life. Its principal derivatives 
are : Vif, quick, lively, vivacious ; vivant, alive, living ; vivifier, 
to vivify, to quicken ; vivre, to live ; revivre, to return to life, to 
be alive again ; survivre, to survive ; convive, guest, table-com- 
panion ; savoir-vivre, good breeding, genteel manners ; and a 
number of other words alike, or nearly so, in both languages, as : 
Vivacity, vivacity; vitalite, vitality; vital; vivat, hurra; qui 
vive ? who goes there ? etc. 

DissiPEE is a form (52, 53) of the verb dissiper, to dissipate. 

RECONNAixREz is a form (.SOV) of the verbrecow?2ai^re, to know 
again, to recognize, to acknowledge, which is one of the deriva- 
tives of connaitre, mentioned in the fifth lesson. 

Vide, emptiness, nothingness, vacuum, is derived from the ad- 
jective vide, empty, vacant, void, coming from the Latin viduus, 
deprived. It is masculine. 

405. When adjectives are employed as substantives, or when 
they become real substantives, they are of the masculine gender 
(181). 

Sera is the third person singular of the future tense of etre. 

Tard comes from the Latin tarde, slowly. Its principal de- 
rivatives are : Tarder, to delay, to defer, to linger ; tardif, tardy, 
late, slow ; retard, delay, slowness ; and retarder, to delay, to 
defer, to retard, to go too slow. 



SYNTAX. 

Why is the imperfect tense employed, and not the past tense 
definite, in the phrase " II y avait un etudiant qui le sermon- 

NAIT?"*— 134. 

Why is the past tense definite employed, and not the imperfect 
* See notes on page 17. 

12* 



274 TWENTIETH LESSON. 

tense, in "Za derniere fois qiCils se rencontrerent," and "Xmi 
TINT ce langage-V — 135. 

Why is le placed before sermonnait, se before rencontrh'ent, 
lui before tint, vous before lasser, and en before reconnaitrez ? 
—43. 

AVby is moi placed after croyez? — 297. 

Why is it proper to employ de la hdovQ fortune ? — 102. 

Why is songer preceded by de ? — 189. 

Why is hoii'e preceded by a ? — 188. 

Why is a repeated before manger, dornur, and tuer ? — 109. 

Why is " without doing " rendered by " sans faire ? " — 129. 

Why would it not be correct to place dissipie before vie ? — 355. 

According to what example is the following phrase con- 
structed : " Ne sera-t-il pas trop tard ? " — 42. 



Croyez-naoi. 

406. In the imperative mood, moi is used instead of me after 
the verb, when the phrase is not negative. 

There is an exception to this rule, when the word en follows, 
in which case there is a contraction, thus : " Donnez-^en, give 
me some." 



Ne me croyez pas. 

407. But when the phrase is negative, me, instead of moi, is 
placed before the verb (297, 298). 



Quand m^me vous auriez de la fortune. 

408. When quand signifies though, although, it is always fol- 
lowed by a verb in the conditional mood. 

Quand must not be confounded with quoique, which signifies 
though, although, but requires the subjunctive mood after it (244), 



J 



TWENTIETH LESSON. 



275. 



Vous seriez a blamer. 

You would 1)6 TO BLAME. 

409. In tliis particular example, the construction is tlie same 
in both languages. In French this construction is perfectly regu- 
lar; but in English, it is exceptional, the passive form being the 
usual corresponding construction, as will be seen by the following 
examples : 



II est k PLAINDRE. 

Fautes A corriger. 

Cest une chose k voir. 

II y a quelque chose k faire. 



He is TO BE PITIED. 
Faults TO BE CORRECTED. 

It is a thing to be seen. 
There is something to be done. 



Sans rien faire. 

The privative sans in this phrase equals the negation ne^ which 
should otherwise accompany rien. 

410. After the preposition sans, the negatives ne, ^as, 'pointy 
are not used. 



Sans rien faire de 'profitable. 

411. The preposition de must be prefixed to an adjective 
which follows RIEN or an indefinite expression such as : quelque 
chose^ something, any thing ; quoi que ce soit, any thing 
whatever. 



LEXICOLOGY. 



There are about 260 adjectives and substantives ending with 
or in English, which become French by changing or into eur. 
Ex. Actor, acteur ; creator, createui', etc. See Obs. 403. 



276 



TWENTIETH LESSON. 





ADDITIONAL WORDS* 




Ancetres, 


Ancestors. 


Fugue^ 


Fugue. 


Antique^ 


Antique. 


Fuyard^ 


Fugitive. 


Convier^ 


To invite. 


Sermonneur, 


Sermon izer. 


Bemangeaison^ 


Itching. 


Sermonner^ 


To lecture. 


Dcmanger^ 


To itch. 


Vegetei\ 


To vegetate. 


De rencontre^ 


Second-hand. 


Vider, _ 


To empty. 


Deviclei\ 


To wind. 


Vivandiere^ 


Sutler. 


Devideur^ 


Winder. 


Vigoureux^ 


Vigorous. 


Devidoir^ 


AVinder, reel 


Vigueui\ 


Vigor. 




EXEECISES 





UPON THE GEAMMATICAL OBSERVATIONS AND UPON THE EULE8 OF 
SYNTAX.** 

1. Model : Un dtudiant. See Obs. 399. — Un assaillant — Un 
mordant — Un passant — Un pretendant — Un perdant — Un re- 
pondant — Une suivante. 

2. Model : lis se rencontr event. See Obs. 400. — V\^e call each- 
other — You will admire each-other — They love each-other — We 
blame e.ich-other — You will correct each-other. 

3. Model : // tint. See the observation after tint, p. 2Y0, also 
the derivatives oi venir in fifteenth lesson, p. 191. — Hold (imper. 
2d. pers. plur.)- — Held (past part.) — You will hold — Obtain — 
Obtained — You will obtain — He came (past t. def.) — He came 
back — He became — He intervened. 

4. -Model: Flatteuse., iemmmo, oi flatteur. See Obs. 401. — 
(Translate the following by French adjectives of the feminine 
gender) — Dauber — Sleeper — Lounger — Eater — Lender — Laugh- 
er — Seller. 

5. Model : Corruptrice., feminine of corrupteur. See Obs. 402, 
403. — (Translate the following by French adjectives of the femi- 
nine gender) — Creator — Mediator — Conciliator — Spectator — In- 
spector — Director — Conductor. 



*' See note on page 11. 



See note on page 12. 



TWENTIETH LESSON. 277 

6. Model : Vous Jinirez. See Obs. 404. — You "will warn — 
You will divert — You will sleep — You will finish — You will fur- 
nish — You will enjoy — You will blacken — You will perish — 
You will fill — You will succeed — You will feel. 

Y. Model : Le vide. See Obs. 405. — The sublime — The grave 
style — The sweet tone — The useful — The useful and the agree- 
able. 

8. Model : Croyez-M.oi. Syntax, 406. — Call me — Love me — 
Wait for me — Warn me — Correct me — Give me — Tell me- — 
Hear me — Furnish me. 

9. Model : Ne me croyez pas. Syntax, 40*7. — Do not bite me 
— Do not blacken me — Do not forget me — Do not speak to me 
— Do not answer me. 

10. QuAND vous AURiEz dc la fovtuue. Syntax, 408. — Though 
you were my son — Though he were at home — Though we were 
attentive — Though we had forgotten some words — Though you 
had children — Though, we should wait an hour — Though we 
drank water. 

11. Model: Vous seriez a hldmer. Syntax, 409. — There is a 
lesson to be learned — There was no water to be had [drunk] '^' 
— It is to be wished — Is there any thing to be done ? — That 
society is not to be frequented — Here are some words to be pro- 
nounced — There is no time to be lost — Here is an example to be 
followed. 

1 2. Model : Rien de profitable. Syntax, 411. — Nothing good 
— Nothing attractive — Nothing agreeable — Nothing low — Some- 
thing handsome — Something dear — Something grave — Some- 
thing insignificant. 



PHEASES FOR COMPOSITION** 

TO BE TEANSLATED INTO FEENOH. 

1. I am looking at the passers-6y — 399. 

2. All those suitors [pretendants] are ambitious — 399. 

3. They love each-other like two brothers — 400. 

* See note on page 87. ** See notes on page 18. 



278 TWENTIETH LESSON. 

4. We looked at each other, but we did not speak to each- 
other— 328, 400. 

5. What shall you say to each-other, when you meet ? — 40, 
334, 321, 400. 

6. I think that your friends are flatterers — 102. 

7. I accept your flattering invitation — 401. 

8. She is the directress of that institution — 402. 

9. Do you understand the French actors when they play ? 
—403. 

10. The doctor came [is come] during our absence — 403. 

11. You will sleep well after this long walk — 404. 

12. You will warn us when the boat passes — 404, 334, 74. 

13. Boileau recommends to poets to pass from the grave style 
to the gay [sweet] — 405. 

14. Give me some bread and water — 406. 

15. Do not give me any meat — 407. 

16. Interrupt me when you do [will] not understand me 
—406. 

17. Speak to me very sloivly [softly] — 406. 

18. Do not forget me, when you are in [at] Paris — 407, 
334. 

19. Though we were poorer than we are, we should not sell 
this house— 408, 377, 264, 286. 

20. Though we had more time than we have [of it], we should 
not finish to-day — 408, 268, 278. 

21. There is a composition to be made — 409. 

22. This is one thing to be wished — 409. 

23. There are many words to be learned — 409. 

24. We passed the whole [all the] day without eating any 
thing— 410. 

25. We heard them without understanding any thing — 410. 

26. Do you know any thing new ? — 411, 166. 

27. No, we know nothing new — 411. 

28. We shall eat something good — 411. 

29. There is something tedious in that poem — 411. 



TWENTY-FIRST LESSON. 279 



TWENTY-FIRST LESSON.* 

FIEST DIVISION. ^PKACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Vingt et uni^sne le^on. 

first 

" Si voiis pourswiTiez tos etudes, elles 

pursued 

Tous iconduiraienit loiii; car tows ne 

would conduct far 

manquez sii de memoire m de jugeisieiit. 

lack memory judgment 

Vows appreaadriez jfacileBiient et toiis 

would learn easily 

trouveriez Men vite I'occasioia d'sitiliser 

would find quickly to profit by 

votre saToir et vos talents. Alors voiis 

knowledge Then 

adouciriez la position de Totre p^re, qtii 

might alleviate which 

n'est pas heureuse. Tons souvenez-vous 

happy Do you remember 

qu'un jour, a notre pension, le maitre 



* "We now cease to refer to the notes given in the early lessons as a 
guide to the manner of studying them, practice having most likely hy this 
time rendered any further aid of that kind unnecessary. We would, how- 
ever, improve this opportunity to recommend once more a close observance 
of the plan laid down, especially to those who would make rapid progress. 



280 



TWENTY-FIEST LESSON. 



promit ime semaine die coii^^e si celui qtii 

promised week holiday 

jferait le iiieillewr tli^ioe et la iiieilleure 

would make exercise 

version ? " 

translation 



1 



TEE SAME IN GOOD ENGLISB. 

" If you pursued your studies, they would advance you in the 
world ; for you want neither memory nor judgment. You would 
learn easily, and would soon find an opportunity of profiting* by 
your learning and talents. You might then alleviate your fa- 
ther's position, which is not a happy one. Do you remember that 
one day, at your school, the master promised a week's holiday to 
him who should make the best exercise and translation ? " 



QUESTIONS AND ANSWEES FOE CONVEESATION. 



Quelle est cette legon ? 
Qu'arriverait-il si Alexis poursui- 

vait ses etudes ? 
A quelle condition Alexis pou- 

vait-il aller loin ? 
Qu'est-ce qui pouvait le conduire 

loin? 
De quoi ne manquait-il pas ? 
Comment apprendrait-il ? 
Pourquoi apprendrait-il facile- 

ment? 
Que faut-il avoir pour apprendre 

facilement ? 
Quelle occasion Alexis trouve- 

rait-il bien vite ? 
Qu'adoucirait-il alors ? 
Comment etait la position de son 

p^re? 



C'est la vingt et uni^me. 
Elles le conduiraient loin. 

A condition qu'iJ poursuivit ses 

etudes. 
Ses etudes. 

De memoire ni de jugement. 

Facilement 

Parce qu'il ne manquait ni de 

memoire ni de jugement. 
De la memoire et du jugement. 

L'occasion d'utiHser son savoir et 

ses talents. 
La position de son p^re. 
Elle n'etait pas heureuse. 



TWENTY-FIEST LESSON, 



281 



Quand le rnaitre promit-il nne 

s^maine de conge ? 
Qu'est-ce que le maitre promit 

un jour ? 
Ou promit-il cela ? 
A qui promit-il cela ? 



Un jour. 

Una semaine de conge. 

A leur pension. 

A celui qui ferait le meilleur 
theme et la meilleure version. 



SENTENCES FOE ORAL TRANSLATION. 



TO BE TURNED INTO ENGLISn. 

D'ou venez-vons, mon cher ami ? 

J'arrive de Paris. 

Avez-vous fait un bon voyage ? 

Excellent. Les communications 

sont si faciles et si rapides au- 

jourd'hui. 
Comment va monsieur votre 

p6re? 
II ne va pas tr^s-bien. 
Yraiment! Qu'est-ce qu'il a 

done? 
II a bien des infirmites. 
II est bien vieux, n'est-ce pas ? 
II a quatre-vingts ans. 
Que fait votre frere ? 
II est dans le commerce. 
Est-il toujours aussi etourdi ? 

ISTon, il est un peu plus raisonna- 

ble. 
Passerez-vous quelques jours avec 

nous ? 
Oui, j'ai un conge de huit jours. 

Que je suis heureux de vous voir ! 
Croyez que je suis bien heureux 

moi-meme. 
II y a bien longtemps que je vous 

attends. 



TO BE TURNED INTO FRENCH. 

Where do yoti come from, my 

dear friend ? 
I am just arrived from Paris. 
Have you had a good journey ? 
Excellent. The communication 

is so easy and rapid now. 

How is your father ? 

He is not very well. 

Indeed ! What is the matter with 
him? 

He has many infirmities. 

He is very old, is he not ? 

He is eighty years old. 

What does your brother do ? 

He is in trade. 

Is he still the same madcap that 
he was ? 

ISTo, he is somewhat more reason- 
able. 

Shall you spend a few days with 
us? 

Yes, I have leave of absence for 
a week. 

How happy I am to see you ! 

Believe me, I am very happy too. 

I have been expecting you a very 
long time. 



282 



TWENTY-FIRST LESSON. 



Eh bien ! comment utiliserons- 

nous notre temps ? 
D'abord, nous irons voir toutes 

les curiosites. 
On dit qu'il y en a beaucoup k 

voir. 
Oh ! je vous en reponds. 
Mais, j'oubliais de vous demander 

si vous voulez prendre quelquc 

chose. 
llTon, je vous suis bien oblige. 
Yous ne voulez pas gofiter de mon 

vin avec quelques gateaux ? 
Plus tard, si vous le voulez bien. 
II me serait impossible de boire 

ou de manger a present. 
Je pense que vous ne feriez pas 

de ceremonies avec moi. 
Non, vraiment. 



Well, how shall we make the best 

of our J:ime ? • ' 

We sfiall first go and see all the 

curiosities. 
They say there are many things 

to be seen. 
YeSy I Avarrant you. 
But, I forgot to ask you whether 

you would take any thing. 

N"o, I am much obliged to you. 
Won't you taste some of my wine, 

with a few cakes ? 
By and by, if you please. 
It would be impossible for me to 

eat or drink at present. 
I think you would not stand on 

ceremonies with me. 
No, indeed. 



SECOND DIVISION. THEOKETICAL PART. 

ANALYTICAL STUDY 

OF THE GEAMMATIOAL PEOULIAEITIES IX TKE TEXT.* 

Unieme is one of the derivatives of un, seen in the first lesson. 
For the difference between unieme and premier^ see Syntax, 421. 

PouRsuiviEz is the second person plural of the imperfect tense 
of poursuivre, one of the derivatives of suivre, seen in the third 
lesson. 



* The test questions which, have hitherto preceded these observations 
■will be henceforth omitted. They have not become useless, however, and 
it will be for the teacher in future to supply the deficiency, the examples 
given in previous lessons being sufl&cient to show how this exercise is to be 
continued. See page 17 from line 25, and page 21 from line 2. 



I 



TWENTY-FIRST LESSON. 283 

412. The second person plural of the imperfect tense of verbs 
ending in re in the infinitive mood, is formed by changing this 
termination into iez. It is similar to the same person of the 
present tense of the subjunctive mood. 

CoNDuiRAiENT is the third person plural of the conditional 
mood of conduire, \\-hich is an irregular verb, but the irregularity 
does not extend to the conditional mood. 

413. The third person plural of the conditional mood of verbs 
ending in re in the infinitive is formed by changing the final e 
into aient. 

Loix is an adverb corresponding to the word/ar. 

Manquez is the second person plural of the present tense of 
the indicative mood of manquer^ to fail, to miss, to want, to lack. 
When manquer signifies to want, or to stand in need of, it re- 
quires the preposition de before its regimen. 

414. The second person plural of the present tense of the in- 
dicative mood of verbs ending in er in the infinitive is formed 
by changing this termination into ez. It is similar to the same 
person of the imperative mood (368). 

Ni, neither, nor, is one of the forms of the negative non, seen 
in the fourteenth lesson (289.) 

Memoire comes from the Latin memoria. In its primary 
sense of memory, remembrance, or recollection, it is feminine. 
Memoire signifies also memorandum, memorial, memoir, bill, ac- 
count. With these acceptations it is masculine. 

JuGEMENT is nearly aHke in French and in Enghsh (153). 

Apprendriez is the second person plural of the conditional 
mood of apprendre, already seen. 

415. The second person plural of the conditional mood of 
verbs ending in re in the infinitive is formed by changing the 
final e into iez. 

Facilement is an adverb derived ixora. facile, easy (31). 
Trouveriez is the second person plural of the conditional 
mood of trouver, seen in the thirteenth lesson. 

416. The second person plural of the conditional mood of 
verbs ending in er in the infinitive mood is formed by adding 
iez to this termination (415). 

ViTE is here an adjective used adverbially. 



284 TWENTT-FIEST LESSON. 

Occasion is a word alike in French and in English (49, 68). 
Utiliser is one of the derivatives of utile, seen in the fifth 
lesson. 

417. The termination iser is common to many verbs, about 
80 of which terminate in English in ize or ise, without any other 
difference in their spelling, as : Scandaliser, to scandalize ; 
natiiraliser, to naturalize ; fertiliser, to fertilize ; familiariser, to 
familiarize ; riviser, to revise, etc. 

Savoir, seen in the seventeenth lesson as a verb, is employed 
here as a substantive. 

418. The infinitive mood of verbs is sometimes used substan- 
tively in French. In this case, it is determined by the article or 
by pronouns and adjectives, like any other substantive. We say, 
Le boire, le manger, le rire, le savoir, for. Drinking, eating, 
laughter, knowledge, etc. 

Talent comes from the Latin talentum, a weight or a sum of 
money, and metaphorically, riches, treasure. 

Alors is derived from lors, then, which is corrupted from 
Vheure, formerly used in the same sense. 

Adouciriez is the second person plural of the conditional 
mood of adoucir, one of the derivatives of doux, douce, seen in 
the ninth lesson (25 7). 

419. The second person plural of the conditional mood of 
verbs ending in ir in the infinitive is formed by adding iez to 
this termination (415, 416). 

Examples have now been seen of the second person plural of 
the conditional mood in the three regular forms of conjugation, 
and the two auxiliaries, in the following phrases ; 

'■'•Vous trouv^vuKZ V occasion.''^ — 21st lesson. 

" Vous adoucini^z la position de voire pere.''^ — 21st lesson. 

'■''Vous apprendRiKZ facilementr — 21st lesson. 

^''Vous SERiEz a bldmer.^^ — 20th lesson. 

'■'■Vous auriez de la fortune.'''' — 20th lesson. 

Position is one of the derivatives of poser, mentioned in the 
twelfth lesson. 

Heureuse is the feminine of the adjective heureux (142), de- 
rived from heur, luck, hap. 

Souvenez is the second person plural of the present tense of 



TWENTY-FIEST LESSON. 285 

the indicative mood of se souvenir, one of the derivatives of venir, 
mentioned in the fifteenth lesson. This verb is always pronomi- 
nal (364). 

Promit is the third person singular of the past tense definite 
o? promettre, one of the derivatives of mettre, mentioned in the 
fifth lesson. 

Semaixe comes from the Italian settlmana, week. It is fem- 
inine according to analogy (15). 

Conge comes from the Italian congedo^ leave, and is masculine 
according to analogy (14). 

Ferait is the third person singular of the conditional mood of 
the irregular verb/azVe, seen in the third lesson. 

Theme comes from the Greek ^£,aa, that which is laid down. 
It is masculine. 

420. § 1. Substantives ending in dme or eme are mascuHne. 

§ 2. The exceptions are bireme, bireme ; trireme, trireme ; and 
creme, cream, which are feminine. 

Version is a word alike in French and in English (49). 



SYNTAX.* 

Vingt et unieme. 

421. The adjective Jirsf, when it is not preceded by another 
number, is translated by premier, premiere, as has been 
seen in the first lesson ; but when preceded by vingt, twenty ; 
trente, thirty ; quarante, forty ; cinquante, fifty ; soixante, sixty ; 
quatre-vingt, eighty ; cent, hundred ; and mille, thousand, it is 
rendered by unieme. 

For the use of the conjunction et between vingt and unieme^ 
see 359. 

* See note on page 282. 



286 TWENTY-FIRST LESSON. 

Si vous poursuiviez vos etudes. 

The verb poursuiviez^ here, is in the imperfect tense, and may 
be literally rendered thus : If you pursued your studies ; but 
the sense being conditional, it would also be correct in English to 
make use of the conditional mood, and to say : If you should 
PURSUE your studies ; whereas in French the use of the condi- 
tional mood in this case would be improper. 

422. When the conjunction si corresponds to the English 
word if and signifies supposing that, the verb that follows the 
conjunction is used in the present tense of the indicative with 
the correlative verb of the phrase in the future ; or the conjunc- 
tion is followed by the imperfect tense, with the second verb in 
the conditional mood, as in these examples : " Si vous me parlez, 
;e vous refondrai, if you (shall) speak to me, I shall answer 
you ; Si vous me parliez, je vous repondrais, if you should 
speak to me, I should answer you." 



77 ne savait pas si vous poursuivriez vos etudes. 

423. But when si corresponds to the English conjunction 
whether, and expresses doubt, it may be followed by the condi- 
tional mood or the future tense, according to the sense of the sen- 
tence. 



Vous ne manquez ni de memoire ni de jugement. 

424. The conjunction ni corresponds to the two words neither 
and nor, or to either and or, with not, as : You do not want 
either memory or judgment. The negative words pas and 
point must not be employed when the conjunction ni is repeated 
in a phrase. 



La position de votre pere, qui n'est pas heureuse. 

The pronoun qui referring to persons as well as to things, it 
might be doubtful here whether it is the position, or ihoi father, 



TWENTT-ITRST LESSOR. . 287 

that is not happy, if the adjective heureuse did not show, bv its 
feminine termination, that qui refers to position. 

This phrase which, though correct, is not elegant, has been in- 
troduced only as affording an opportunity to insist on a remark 
already made (1*73), that the relative pronoun, when a subject, 
is generally expressed by qui, and that lequel, laquelle^ etc., are 
seldom used in this case, unless they become necessary to avoid 
ambiguity. 



A celui qui ferait. 
To ■ Mm who should make. 

425. When he, him, she, her, they, them, do not refer to any 
person or persons mentioned before, but are used in an indefinite 
sense, they must be rendered by the demonstrative pronouns, 
CELUI, CELLE, CEUx, CELLES, instead of the personal pronouns, ^7, 
lui, elle, la, ils, eux, elles, as : " He who does not work, celui qui 
ne travaille pas ; She whom I love, celle que j'aime ; They 
who have memory, ceux qui ont de la memoire." 



Le meilleur theme. 

426. It has been seen already (3*77, 197) that the degrees of 
comparison in French are not expressed by means of terminations 
added to adjectives or adverbs, but with the help of the words 
aussi, plus, and moins. There are but three exceptions, or three 
ndjectives, which by themselves express comparison ; they are : 
IVEeilleur, better or best, the comparative and superlative of 
hon, good ; Moindre, less or least, the comparative and superla- 
tive oi petit, little ; Pire, worse or worst, the comparative and 
superlative of mauvais bad. 



Le meilleur theme et la meilleure version. 
The best exercise and (the best) translation. 

427. The comparative adjectives meilleur, moindre, and pire, 
must be repeated before each substantive which they modify ; 



288 TWENTY-FIRST LESSON. 

as also tlie adverbs of comparison si, aussi, tant, autant, plus, and 
jnoins, must be repeated before each adjective, verb, or adverb 
which they modify. 



LEXICOLOGY. 



This branch of study will after this cease to appear sep- 
arately, the few remaining rules being comparatively of less 
importance, and sufficiently explained among the Theoretical 
Observations in the Second Part of each lesson. See page 284, 
No. 417. 



EXERCISES 

UPON THE GRAMMATICAL OBSERVATIONS AND UPON THE RULES OPj 
SYNTAX. 

1. Model : Voiis poursuiviez. See Obs. 412. — You waited — 
You heard — You put — You pretended — You lost — You promised 
— You answered — You rendered — You laughed — You followed 
— You suspended — You sold. 

2. Model : Elles conduiraient. See Obs. 413. — (Use the fem- 
inine pronoun.) — They would wait — They wo aid hear — They 
would put — They would pretend — They would lose — They would 
promise — They would answer — They would render — They would 
laugh — They would follow — They would suspend — They would 
sell. 

3. Model : Vous manquez. See Obs. 414. — You call — You 
love — You bring — You accept — You arrive — You blame — You 
cease — You give — You ask — You study — You taste — You play 
— You eat — You forget. 

4. Model: Vous apprendriez. — See Obs. 415. — You would 
wait — You would hear — You would put — You would pretend — 
You would lose — You would promise — You would answer — You 



TWENTY-FIKST LESSON. 289 

Tvould render — You would laugh — You would follow — You 
would suspend — You would sell. 

5. Model: Vous trouveriez. SeeObs. 416. — You would tliink 
— You would pass — You would possess — You would place — You 
would pronounce — You would speak — You would propose — You 
would lend — You would look. 

6. Model : Utiliser. See Obs. 417.— (Translate into English.) 
— Sympathiser — Realiser — Legaliser — Immortaliser — Civilise?' 
— Organiser — Pulveriser — Coloniser. 

7. Model: Vous adouciriez. SeeObs. 419. — You would sleep 
— You would finish — You would furnish — You would blacken — 
You would perish — You would succeed — You would feel. 

8. Model : Vous vous souvenez. See Obs. 273. — (Translate 
the following by vemV and its derivatives: see page 191, from 
line 23.) — You come — You agree — You disown — You become 
— You attain — You prevent — You come again. 

9. Model : II promit. See Obs. 273. — (Translate the follow- 
ing by mettre and its derivatives: see page 53, from line 23.) — 
He put — He admitted — He committed — He dislocated — He 
omitted — He- permitted — He compromised — He put back — He 
submitted — He transmitted, 

10. Model : Vingt et unieme. Syntax, 421. — The first month 
— The twenty-first day — The thirty-first week. 

11. Model: Sivous poursuiviez. Syntax, 422. — If he should 
speak — If he should finish — If he should answer — If we should 
perish — If we should hear — If you should pretend — If they should 
forget — If they should succeed. 

12. Model: Si vous pour suivriez. Syntax, 423. — He did not 
know whether she would be — Whether we should enjoy — 
Whether we should lose — Whether you would find — Whether 
they would learn. 

13. Model: 'Kimemoire ^ijugement. Syntax, 424. — Xeither 
shops nor houses — Neither friends nor acquaintances — Neither 
grammar nor dictionary — Neither the first nor the last — Neither 
to-day nor to-morrow — Neither great nor little — Neither well 
nor ill. 

14. Model: Cehd qui ferait. Syntax, 425. — We admire him 
who speaks — You call her who arrives — He stops them (or those) 

13 



290 TWENTY-FII«T LESSON. 

who pass — He wLo blames us — She wlio gives — They' who 
doubt. 

15. Model : Le meilleur theme ct la meilleure version. Syn- 
tax, 427.— The best poet and artist— The largest houses and 
gardens — The greatest and most detestable faults — The sweetest 
and most flattering hopes. 



i 



PHRASES FOR COMPOSITION 

TO BE TEANSLATED INTO FRENCH. 

1. Why did you not follow our example ? — 412. 

2. Did you not hear our question ? — 412. 

3. They would drink if they had water — 413. 

4. Your friends would laugh if they heard you — 413. 

5. You always stop us [always] when we are speaking — 414. 

6. Do you accept what he proposes ? — 414. 

7. Would you believe that this child is [has] fifteen years 
old?—^\5. 

8. Would you understand her if she spoke fast ? — 415. 

9. Should you like the trade of a joiner ? — 416. 

10. Why would you not play at leap-frog ? — 416. 

11. Your talent will immortalize you — 417. 

12. Our hopes will be realized — 41 7. 

13. Laughing is sometimes a good thing — 418. 

14. Your occupations will make you forget drinking and eat- 
ing— 418. 

15. You would sleep well in [at] the shade — 419. 

16. Wliy would you not enjoy [of] your hberty ? — 419. 

17. Do you remember [of] the first lesson? — 421. 

18. My son is in his twenty-first year — 421. 

19. In twenty-one lessons, we have learned many things — 359. 

20. Our friends will be in [at] Paris in twenty -four hours 
—359. 

21. If you ate too much, you would be bl am able — 422. 



TWENTY'FIEST LESSON. 291 

22. If they should accept, we should be happy — 422. 

23. If we followed that example, we should be mad — 422. 

24. We did not know whether we should catch [take] any 
fish— 423. 

25. We did not know whether we should finish in [at] time 
—423. 

26. He loanted [willed] to know whether you would wait for 
him — 423. 

27. We have neither friends nor acquaintances in [at] Paris 
—424. 

28. They have neither bread nor money — 424. 

29. He that is not attentive, forgets his lessons — 425. 

30. She who is speaking to you is a flatterer — 425. 

31. They who want memory do not always want judgment 
—425. 

32. We did not understand them (or those) who spoke fast 
—425. 

33. Do not interrupt him who speaks — 425. 

34. Follow her whom you love — 425. 

35. He that will not work shall not eat — 425. 

36. He is as good and handsome as his mother — 427. 

37. That street will be the longest and finest in [of] Paris 
—427. 

38. There is the most serious and austere of my friends — 427. 



TWENTY-SECOND LESSON. 

TWENTY-SECOND LESSON. 

FIRST DIVISION. PKACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Vingt-deuxi^me le^on. 
^^Vous ^tiez, je crois, le inoiiBs aTaiice 

were believe least advanced 

de la classe. Vous lan^aiissiez dasii^ i'obs- 

class languished ob- 

curit^. Jamais vous n'aTiez obtenu ie 

scurity had obtained 

moindre prix. Cepcndasit, i§timule par 

least prize However stimulated 

une si chartnante perspective, vous rites 

charming prospect did 

des prodigies. Toiis travailiates avec une 

prodigies worked 

ardetir telle qwe toms voms rendites ma- 
ardor such rendered 

lade. Vous finites votre tache avant tous, 

ill finished task 

Tos rivaux, et tous iutes Tainqueur. Voila 

rivals * were victorious 

ce que vous eutes Ie courage d'accomplir 5 

had courage accomplish 

et ce courage, vous I'aurez toutes les Ibis 

will have 

que vous le voudrez." 



TWENTT-SECOND LESSON. 



293 



THE SAME IN GOOD ENGLISH. 

" You were, I think, the most backward in the class. You were 
lost in obscurity. You had never gained the least prize. How- 
ever, stimulated by such a charming prospect, you did wonders. 
You worked with such ardor that you made yourself ill. You 
completed your task before all your rivals, and were victorious. 
This you had the courage to perform ; and that courage you will 
have whenever you please." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette le^on ? 
Alexis etait-il avance ? 

Etait-il remarque ? 

Qu'est-ce qu'il n'avait jamais ob- 

tenu ? 
Par quoi fut-il stimule cepen- 

dant? 
Quelle charmante perspective ? 
Que fit Alexis, stimule par cette 

perspective ? 
Comment travailla-t-il ? 
Travailla-t-il avec beaucoup d'ar- 

deur? 
Que finit-il avant tous ses rivaux ? 
Quand finit-il sa tache ? 
Quel fut le resultat de ses efforts ? 
Qui est-ce qui fut vanqueur ? 
Que dit I'etudiant, apr^s avoir 

parle de cette circonstance ? 



C'est la vingt-deuxi^me. 

II etait le moins avance de la 

classe. 
Non, il languissait dans I'obscu- 

rite. 
II n'avait jamais obtenu le moin- 

dre prix. 
Par une si charmante perspective. 

Celle d'une semaine do conge. 
II fit des prodiges. 

II travailla avec ardeur. 

II travailla avec une ardeur telle 
qu'il se rendit malade. 

Sa tache. 

Avant tous ses rivaux. 

II fut vainqueur. 

Alexis. 

Voila ce que vous eAtes le cou- 
rage d'accomplir; et ce cou- 
rage vous I'aurez toutes les 
fois que vous le voudrez. 



294 



TWENTY-SECOND LESSON. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUENED INTO ENGLISH. 

Que ferons-nous aujourd'hui ? 

Tout ce que vous voudrez. 

Youlez-vous faire une prome- 
nade? 

Oui, Yraiment. 

Ou irons-nous? 

AUons aussi loin que possible. 

Eh bien, alors, nous irons au vil- 
lage ou demeure notre ami. 

Savez-vous ou c'est ? 

Pas tres-bien, mais nous deman- 
derons. 

Je crois que ce sera trop loin pour 
moi. 

Non, non, vous pouvez aller 
beaucoup plus loin. 

Vous savez que je suis encore un 
peu malade. 

La promenade vous fera du bien. 

Croyez-vous ? 

J'en suis sur. 

Notre ami ne sera pas fache de 
nous voir. 

Je vous reponds qu'il sera bien 
joyeux. 

Mais, s'il n'etait pas chez lui ? 

II y sera, soyez-en bien sur. 

11 n'est heureux que dans son jar- 
din. 

Sommes-nous encore bien loin du 
village ? 

Non, nous arriverons avant dix 
minutes. 

Yous voyez bien ces saules de- 
vant une petite maison ? 

Oui, tres-bien. 

C'est la qu'il demeure. 



TO BE TUENED INTO FRENCH. 

What shall we do to-day ? 
Whatever you please. • 

Will you take a walk? 

To be sure, I will. 

Where shall we go ? 

Let us go as far as possible. 

Well, then, we will go to that vil- 
lage where our friend lives. 

Do you know where it is ? 

Not very well, but we shall in- 
quire. 

I beheve it will be too far for me. 

No, no, you can go much farther. 

You know I am still rather un- 
well. 

Walking will do you good. 

Do you believe it will ? 

I am sure of it. 

Our friend will not be sorry to 
see us. 

I warrant you he will be very 
glad. 

But, if he should not be at home ? 

He will be at home, depend upon 
it. 

He is never happy but when he 
is in his garden. 

Are we still very far from the vil- 
lage? 

No, we shall be there in less than 
ten minutes. 

Do you see those willows before 
a small house ? 

Yes, perfectly well. 

There he lives. 



TWENTY-SECOND LESSON. 295 



SECOND DIVISION. THEOKETICAL PAET. 

ANAMTTICAL STUDY 

OF THE GEAMMATICAL PECULIAEITIES IN THE TEXT.* 

Etiez is tlie second person plural of the imperfect tense of etre. 

Je crois is the first person singular of the present tense of the 
indicative mood of croire, mentioned in the sixth lesson, and of 
which another form (croyez) has been seen in the twentieth 
lesson, 

428. M!oins is an adverb corresponding to less and least. 
It is the comparative of peu, little, few. Before adjectives and 
adverbs, it denotes inferiority in the comparative and superlative 
degrees (197, 377). 

AvANCE is the past participle, used adjectively, of the verb 
avancer, to advance, to forward. 

Classe, from the Latin classis, class, is feminine according to 
analogy (15). 

Languissiez is the second person plural of the imperfect tense 
of languir. 

429. The second person plural of the imperfect tense of verbs 
ending in ir in the infinitive mood is formed by changing this 
termination into issiez. It is similar to the same person of 
the present and past tenses of the subjunctive mood. 

Obscurite, derived from ohscur, obscure, dark, is feminine 
(241.) 

Aviez is the second person plural of the imperfect tense of 
avoir. 

Obtenu is the past participle of obtenir, one of the deriv^atives 
of the irregular verb tenir, mentioned in the third lesson. It has 
been seen already that the irregularities of conjugation of tenir 
and venir are the same. 

MoiNDRE, less or least, is one of the three adjectives which, by 
themselves, express comparison (426). 

* Sec note on page 282. 



296 TWENTY-SECOND LESSON. 

Prix has been mentioned in the fourteenth lesson, as the radi- 
cal oi pi'ecieux. It signifies price, cost, and p7'ize or reward. It 
takes no additional termination in the plural. 

430. Substantives, as well as adjectives, ending in X do not 
change their termination in the plui^l (158). 

Cependant is one of the derivatives of pendre, seen in the 
sixth lesson. It is formed of ce, this, and pendant, pending or 
during. Its first meaning is therefore during this, or in the 
mean time, meanwhile. It signifies also, yet, still, however, never- 
theless. 

Stimul:^ is the past participle (52) of stimuler, coming from 
the Latin stimulare, to goad, to stimulate. 

Charmante is the feminine of charmant (2), derived from 
charme, charm or spell. 

Perspective is derived from spectacle, coming from the Latin 
spectare, to look at. It is feminine according to analogy (15). 

Fixes is the second person plural of the past tense definite 
oifaire. 

Prodige comes from the Latin prodigium. It is masculine 
by exception (15). 

Travaillates is the second person plural of the past tense 
definite of travailler, one of the derivatives of travail, mentioned 
in the eleventh lesson. 

431. The second person plural of the past tense definite of 
verbs ending in er in the infinitive mood is formed by changing 
this termination into ates. 

Ardeur is of the feminine gender (95). 
Telle is the feminine of the adjective tel, such (184). 
Rend!tes is the second person plural of the past tense definite 
of rendre, seen in the thirteenth lesson. 

432. The second person plural of the past tense definite of 
verbs ending in re in the infinitive mood, is formed by changing 
this termination into ites (433.) 

Malade is an adjective which does not change in the femi- 
nine (6). 

FinItes is the second person plural of the past tense definite 
oifinir, one of the derivatives oi Jin, seen in the tenth lesson. 

433. The second person plural of the past tense definite of 



TWENTY-SECOND LESSON. 297 

verbs ending in ir in the infinitive mood is formed by changing 
this termination into ites (432). 

Tache is feminine according to analogy (15). 

RiVAux is the plural of nVa/, rival (379). 

FuTES is the second person plural of the past tense definite of etre. 

Vainqueur is derived from the verb vaincre, to vanquish, to 
conquer, which comes from the Latin vincere, having the same 
meaning. 

EuTEs is the second person plural of the past tense definite of 
avoir. 

Examples have been seen in this lesson of the second person 
plural of the past tense definite in the three regular forms of con- 
jugation and the two auxiliaries, in the following phrases : 

" Vous ti'availlAT'ES avec ardeurT 
Vous JtriiTES voire tdche.'''' 

" Vous vous rendlTES malade.^^ 

^^Vous FUTES vainqueur.'^ 

"Fows EUTES le courage.'" 

Courage is a word alike in French and in English (215). 

AuREz is the second person plural of the future tense of avoir. 

Examples have now been seen of the second person plural of 
the future tense in the three regular forms of conjugation and 
the two auxiliaries, in the following phrases : 

^^Vous apportERE.z ce que vous voudrez.''"' — 16 th lesson. 

**■ Vous finuiEZ par vous lasser.^^ — 20th lesson. 

^^Vous prendn^z la vdtre.''^ — 15th lesson. 

"Fows aurez ce courage." — 22d lesson. 

^^Vous ne siirez pas fdche." — 16th lesson. 



SYNTAX.* 

Une si charmante perspective. 

434. In English, after the adverbs so, as, too, and how, the 
word a is placed between the next adjective and substantive. In 

* See note on page 282. 

13* 



298 TWENTY-SECOND LESSON. 

French, the first three of these adverbs, rendered by si, aussi, and 
trop, are preceded by un, une. As for the place of the adjective 
it is often optional : We may say : " Une perspective si charmante,^'' 
as well as "f7ne si charmante perspective ;'''' ^'' Une perspective trap 
ckarmante,'''' or '■^Une trop charmante perspective.^'' 

The adverb how — in French, comment or combien — cannot be 
preceded by un, and requires a different construction or a differ- 
ent expression, as : " How charming a prospect ! Quelle charmante 
perspective/^^ or, " Que cette perspective est charmante!'''' 



Et ce courage, vous Vaurez. 

435. The regular construction would be, Et vous aurez ce 
courage, and the pronoun le would be useless and even im- 
proper. 

But in inversive phrases, in which the regimen precedes the 
verb, this regimen must be repeated in the form of a pronoun, 
which is generally le, la, or les, according to the sense, as : " Ce 
qu'il dit, je le ferai, what he says, I will perform ; Cette personne, 
je la connais, that person I know ; Ces prodiges, nous les avons 
vus, those prodigies we have seen." 



EXERCISES 

UPON THE GEAMMATICAL OBSERVATIONS AND UPON THE PULES OF 
SYNTAX. 

1. Model : Moins avance. SeeObs. 428. — The least active — 
Less ambitious than — Less attentive than — The least tedious — 
Less dear than — The least cold — Less flattering than — The least 
numerous — Less sick than. 

2. Model : Vous languissiez. See Obs. 429. — You freed — 
You softened — You accomplished — You diverted — You enjoyed 
— You blackened — You perished — You filled — You succeeded — 
You united. 

3. Model : Vousfites. See Obs. 273.— (Translate the follow- 



TWENTY-SECOND LESSON. 299 

ing by derivatives of faire : see page 31, line 6.) — You undid — 
You counterfeited — You did again — You satisfied. 

4. Mode] : Vous travailldtes. See Obs. 431. — You called — 
You loved — You brought — You went — You accepted — You gave 
— You asked — You studied — You tasted — You played — You 
ate — You forgot — You passed — You spoke. 

5. Model: Vous rendites. See Obs. 432. — You waited — You 
beard — You stretched — You melted — You interrupted — You bit 
— You pretended — You lost — You pursued — You answered — 
You followed — You suspended — You sold. 

6. Model : Vous Jinttes. See Obs. 433. — You assailed — You 
freed yourselves — You alleviated — You accomplished — You di- 
verted — You slept — You enjoyed — You languished — You black- 
ened — You perished — You departed — You filled — You suc- 
ceeded. 

v. Model : Une si charmante perspective. Syntax, 434. — So 
great an aversion — As agreeable an invitation — Too ambitious a 
poet — So good a fellow [boy] — As worthy a man — Too insig- 
nificant a personage. 



PHRASES FOR COMPOSITION 

TO BE TEANSLATED INTO FREiS'On. 

1. Your brother is less ambitious than you — 428. 

2. She is not less attentive than she was the first time — 428. 

3. That young man was the least attentive of students — 428. 

4. The least tedious of these poems is still very tedious — 428. 

5. You were finishing your exercise, when he arrived — 429. 

6. You always succeeded in finishing [to finish] your task 
before us — 429. 

v. Were you not filling your basket with provisions, when we 
passed ? — 429. 

8. Do you remember that you used to divert us with your 
stories — 429. 

9. You were sick, because you ate too much fish — 431. 



300 TWENTY-SECOND LESSON. 

10. On that day, you spoke with energy — 431, 199. 

11. You did not want courage — 431. 

12. You found the task a tedious one — 431. 

13. Why did you not answer him ? — 432. 

14. You followed your friend's example — 432. 

15. You pursued your studies, and you did not lose your 
time— 482. 

16. To whom did you sell your horse? — 432. 

17. How [what] did you feel, when you were in the water? 
—433. 

18. You slept six hours — 433. 

19. You departed at five o'clock in the morning — 433. 

20. You will never have so fair an opportunity [occasion] 
—434. 

21. He will not accept so tedious a task — 434. 

22. Where will you find as good a friend ? — 434. 

23. Too long a story makes us yawn — 434. 

24. You have too good an opinion of him — 434. 

25. What he was at [in] that time, he is still — 435. 

26. What we have heard, we will not tell — 435. 

27. What you have told us, we shall never forget — 435. 

28. This task we will fulfil— 435. 

29. That prize which you have obtained, you will not accept 
—435. 



( 



TWElfTY-THIED LESSOIT. 301 



TWENTY-THIRD LESSON. 

FIEST DIVISION. PKACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Viii§rt-troi§i^Bne le^on. 
" Je ne dis pas qu'il soit necessaire que 

say be necessary 

Tous Toiis rendiez malade, que vous 

render (subj.) 

passiez des ituits a ecrire, ou que tous 

pass (snbj.) nights to write 

jaunissiez sur des lirres. Je voudrais seule- 

grow yellow (subj.) books would 

ment que tous perdissiez moins de temps, 

lost (subj.) 

que Tous sentissiez ce dont vous etes ca- 

felt (subj.) of which are ca- 

pable, et que tous eussiez de raiaiMtion.'' 

pable had (subj.) ambition. 

Alexis reeonnut peut-etre la justesse de 

acknowledged perhaps justness 

ces observations ; mais il n'aiinait pas les 

observations liked 

reinontranees, et il repondit brusquement 

remonstrances abruptly 

h ce sage conseiller : " Je Toudrais, moi, 

wise counsellor 



302 



TWENTY-THIED LESSON. 



que voii§ fiissies iiioiEas seriewx, ©u, vision, 

were (subj.) serious if not 

que Tons me iaissasslez traiiqiiilfle." 

left (subj.) quiet 



TRi; SA3IE ZiV GOOD EN'GLISH. 

" I do not say that it is necessary you should make yourself 
ill, sit up for whole nights writing, or pore over books till you 
turn yellow. I only wish you would lose less time, and that ^ou 
could feel what you are capable of, and that you had some am- 
bition." 

Alexis probably felt the justness of these observations, but he 
disliked remonstrances, and abruptly replied to his sage advidW : 
"I wish you would be less serious, or else that you would let me 
alone." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette legon ? 
L'etudiant voulait-il qu' Alexis se 

rendit malade ? 
A quoi ne voulait-il pas qu'il pas- 

s^t des nuits ? 
Sur quoi ne voulait-il pas qu'il 

jaunit ? 
Qu'est-ce qui n'etait pas neces- 

saire ? 

L'etudiant voulait-il qu' Alexis 

perdit son temps ? 
Que voulait-il qu'il sentit ? 

Que voulait-il- qu'il eut ? 
Qu'est-ce qu'Alexis reconnut 

peut-etre ? 
Que n'aimait-il pas ? 
A qui repondit-il brusquement ? 



C'est la vingt-troisieme. 

Non, il ne disait pas que cela fiit 

necessaire. 
A ecrire. 

Sur des livres. 

Qu'Alexis se rendit malade, qu'il 
passat des nuits k ecrire, ou 
qu'il jaunit sur des livres. 

JTon, il voulait qu'il perdit moins 
de temps. 

II voulait qu'il sentit ce dont il 
etait capable. 

H voulait qu'il etit de I'ambition. 

La justesse de ces observations. 

II n'aimait pas les remontrances. 
A ce sage conseiUer 



TWENTT-THERD LESS02T. 



303 



Comment repondit-il a ce sage 

conseiller ? 
Que repondit-il ? 



Ponrquoi repondit-il si brusque- 
ment et si sechement ? 



II lui repondit brusquement. 

" Je Toudrais, moi, que vous fus- 
siez moins serieux, ou, sinon, 
que Yous me laissassiez tran- 
quille." 

Parce qu'il n'aimait pas les re- 
montrances. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUEXED IXTO EXGLISH. 

Pardon, monsieur, si je vous ar- 
rete. X'etes-vous pas M. De- 
latour ? 

Oui, monsieur. 

"Vous ne me reconnaissez pas ? 

Mais, non, monsieur. 

Yous ne vous souvenez pas du 
petit Jacques, Tami de votre 
fils? 

Quoi ! c'est vous ? 

Oui, vraiment. 

Comme vous voila grand ! 

Savez-vous qu'il y a bien long- 
temps que nous ne nous som- 
mes rencontres ? 

Oui ; vous etiez alors un enfant. 

J'espere que mon ami va bien. 

Tr^s-bien. II sera charme de 
vous voir. 

Demeure-t-il toujours avec vous ? 

Oui, toujours ; mais il n'est pas 
souvent a la maison. 

Quefait-il? 

11 est dans le commerce. 

Travaille-t-il beaucoup ? 

Oui, toute la journee. 



TO BE TUEXED IXTO FEEXCH. 

I beg pardon, sir, for stopping 
you. Are you not Mr. Dela- 
tour? 

Yes, sir. 

You don't remember me ? 

"Why, no, sir. 

You do not remember little 
James, yom* son's fiiend ? 

What ! is it you ? 
Yes, indeed. 

Why, you are quite a man ! 
Do you know it is very long since 
we met ? 

Yes ; you were quite a boy then. 

I hope my friend is well. 

Very well. He wiU be dehghted 

to see you. 
Does he still live with you ? 
Yes, he does ; but he is not often 

at home. 
"What does he do ? 
He is in trade. 
Does he work much ? 
Yes, all day long. 



304 



TWENTY-THIRD LESSON. 



Je voudrais cependant bien le 

voir. 
II faut venir de tr^s-bonne heure. 
A quelle heure le trouverai-je? 

Venez k sept heures du matin. 

C'est que je suis bien paresseux. 

Eh bien, il passera chez vous. 

Cela me ferait grand plaisir. 

Ou demeurez-vous ? 

Sur le quai, tout pres du pont. 

Je le lui dirai. 

Au plaisir de vous revoir. 



I should very much like to see 

him, however. 
You must come very early. 
At what o'clock shall I find 

him? 
Come at seven o'clock in the 

morning. 
The fact is, I am very lazy. 
Well, he shall call upon you. 
It would do me gi-eat pleasure. 
"Where do you live ? 
On the quay, close to the bridge. 
I will tell him. 
Good-bye. 



SECOND DIVISION. THEOEETICAL PAET. 



ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIAEITIES IN THE TEXT.* 

Je dis is the first person singular of the present tense of the 
indicative mood of dire, of which various forms have been seen 
in lessons 1, 3, 10, 12, and 18. 

SoiT is the third person singular of the present tense of the 
subjunctive mood of etre. 

Necessaire is a word nearly the same in both languages 
(252). 

Rendiez is the second person plural of the present tense ot 
the subjunctive mood of rendre, seen in the thirteenth lesson. 

436. The second person plural of the present tense of the sub- 
junctive mood of verbs ending in re in the infinitive is formed 
by changing this termination into iez. It is similar to the 
same person of the imperfect tense (412). 



\ 



See note on page 282. 



TWENTY-THIRD LESSON. 305 

Passiez is the second person plural of the present tense of the 
siibjunctiv^e mood of passer, seen in the third lesson. 

437. § 1. The second person plural of the present tense of 
the subjunctive mood of verbs ending in er in the infinitive is 
formed by changing this termination into iez (436). It is simi- 
lar to the same person of the imperfect tense. 

§ 2. According to this rule, when a verb ends in ier in the 
infinitive, the vowel i is doubled : " Que vous oubliiez, that you 
may forget." 

NuiT comes from the Latin nox, iiociis, night. It is feminine 
by exception (14), 

EcRiRE, formerly escrire, from the Latin scrihere, to write, 
is an irregular verb. Its principal derivatives, which are like- 
wise irregular, are : Circonscrire, to circumscribe ; decrire, to 
describe ; inscrire, to inscribe, to enter, to record ; prescrire, to 
prescribe ; proscrire, to proscribe ; ricrire, to write again ; sous- 
crire^ to subscribe ; and transcrire, to transcribe. 

Jaunissiez is the second person plural of the present tense of 
the subjunctive mood oi jaunii% derived from jaune, yellow (257), 
which comes from the Italian ffiallo, having the same meaning. 

438. The second person plural of the present tense of the sub- 
juctive mood of verbs ending in ir in the infinitive is formed by 
changing this termination into issiez (436, 437, 196). It is 
similar to the same person of the imperfect tense of the indicative 
(429) and of the past tense of the subjunctive. 

LiVRE, when it signifies book, is masculine, notwithstanding its 
termination (15). See livre in the seventeenth lesson. 

VouDRAis is the first person singular of the conditional mood 
of the irregular verb vouloir, seen in the fourth lesson. 

Perdissiez is the second person plural of the past tense of the 
subjunctive mood of perdre, seen in the fourteenth lesson. 

439. The second person plural of the past tense of the sub- 
junctive mood of verbs ending in re in the infinitive is formed 
by changing this termination into issieZ. 

Sentjssiez is the second person plural of the past tense of the 
subjunctive mood of sentir, seen in the eleventh lesson. It has 
already been said that, though sentir is an irregular verb, its ir- 
regularity does not extend to the past tense of this mood. 



306 TWENTY-THIRD LESSON. 

440. The second person plural of the past tense of the sub- 
junctive mood of verbs ending in ir in the infinitive is formed 
by changing this termination into issiez. It is similar to the 
same person of the present tense of the subjunctive (438), and of 
the imperfect tense of the indicative (429). 

441. Doilt comes, through the Italian donde, from the Latin 
de unde, having the same meaning. It is a relative pronoun of 
both genders and numbers. It is used in speaking of persons or 
of things. It has the different significations of de qui^ de qyoi, 
duquel, de laquelle^ desquels, and desquelles ; and therefore corre- 
sponds to the English expressions whose, of whom^ from whom^ 
of which, from ivhich (37, 165, l74). Although these pronouns 
have the same meaning as dont, they cannot be used indiscrim- 
inately for it, as will be explained later. 

All the relative pronouns have now been seen respectively in 
the following phrases : 

" Un bon gar^on, qui ii'avait qu'un scul defauV — 1st lesson. 

" Les boulevards, qui etaient ses promenades favorites^ — 8th 
lesson. 

" Que fait-il ? "—3d lesson. 

" Celle qvHl avait regne,y — 4th lesson. 

^^ Des mots que nous rCentendions gub^eT — 12th lesson. 

"^ Quoi cet idiot passe-t-il son temps V — 3d lesson. 

" Je voudrais que vous sentissiez ce dont vous etes capable^ — 
23d lesson. 

" Deux maisons de commerce ou il avait place ses epargnes^ 
— 6th lesson. 

" Sa pension d'ou il ne rapportait qu^un penchant^ — 'Zth 
lesson. 

" S a pension dans laquelle il avait appris fort peu de chose.^"* 
— Yth lesson. 

" De Sadies questions auxquelles nous ne comprenions rien.^^ — 
13th lesson. 

"Ce qui, equivaut a ti^ente et une livres^ — lYth lesson. 

'■''Vous apporterez ce que vous voudrezV — 16th lesson. 

Etes is the second person plural of the present tense of the in- 
dicative mood of etre. 

Capable is a word alike in French and in English (97). 



TWENTT-THIKD LESSON. 30T 

EussiEZ is the second person plural of the past tense of the 
subjunctive mood of avoir. 

Ambition is a word alike in both languages (49). 

Reconnut is the third person singular of the past tense definite 
of the irregular verb reconnaitre^ one of the derivatives of con- 
naitre, mentioned in the fifth lesson. 

Peut-]etre is an adverb formed of the two words peuf and 
etre, exactly as may be, in English. 

Peut is the third person singular of the present tense of the 
indicative mood of the irregular verb pouvoir, already seen. 

JusTESSE is one of the derivatives of juste, mentioned in the 
tenth lesson. 

442. The termination esse is added to about 40 adjectives, 
to form them into substantives, as : Justesse, from juste, just ; 
delicatesse, delicacy, from delicat, delicate ; faihlesse, weakness, 
from faible, weak ; hardiesse, boldness, from hardi, bold. It de- 
notes the abstract of that which is expressed by the radical. 

Observation is a word the same in French and in English 
(49). 

AiMAiT is a form of the verb ai?ner (47) seen in the eleventh 
lesson. 

Remontrance (23, 146) is derived from montrer, to show, 
which comes from the Latin monstrare, to show, to point out. 

BrUsquement is derived from brusque, abrupt, sharp, gruff (31). 

Sage is an adjective which does not change in the feminine (6). 

Conseiller is derived from conseil, advice, counsel, or coun- 
cil, which comes from the Latin consilium, having the same sig- 
nifications. 

Fdssiez is the second person plural of the past tense of the 
subjunctive mood oi etre. 

Serieux comes from the Latin serins, serious ; its feminine is 
serieuse (142). 

SiNON is formed of the two words si (122) and non (289). It 
is a conjunction corresponding to if not, otherwise, or else, excei^t, 
save, but, unless. 

Laissassiez is the second person plural of the past tense of the 
subjunctive mood of laisser, to leave, and to let. 

443. The second person plural of the past tense of the sub- 



308 TWENTY-THmD LESSON. 

'junctive mood of verbs ending in er in the infinitive is formed by 
cbano-ino- this termination into asslez. 

Examples have been seen in this lesson of the second person 
plural of the past tense of the subjunctive mood, in the three 
regular forms of conjugation, and the two auxiliaries, in the fol- 
lowing phrases : 

" Je voudrais que vous me laiss assikz.^^ 

" Je voudrais que vous sentissiEZ.^' 

" Je voudrais que vous perdissiEZ.^^ 

" Je voudrais que vous fussiez.'' 

" Je voudrais que vous eussiez." 

Tranquille comes from the Latin tranquillus^ calm. Laisser 
trayiquille is often used for to let alone. 



SYNTAX* 

Ce dont vous etes capable. 



In this phrase, dont is equivalent to de quoi, of what, of which ; 
Ce DONT V021S ites capable, signifying, That of which t/ou are 
capable, or. What you are capable of. But, Ce de quoi vous 
etes capable, would sound harshly. 

444. Dont is generally used after ce, rather than de quoi. 



What you are capable of. 

This could not be rendered literally by, Ce que vous etes capa- 
ble DE, or, Quoi voics etes capable de. 

445. The inversive construction, so frequent in English, by 
which the preposition governing a relative pronoun is thrown to 
the end of a phrase, never takes place in French. 



* See note on page 282. 



TWENTY-THIKD LESSON. 309 



EXEBCISES 

UPON THE GRAMMATICAL OBSEEYATIOXS AND UPON THE EULES OF 
SYNTAX. 

1. Model : Que vous rendiez. See Obs. 436. — That you may 
wait — That you may hear — That you may put — That you may 
pretend — That you may lose — That you may pursue — That you 
may promise — That you may answer — That you may laugh — 
That you may follow — That you may suspend — That you may 
sell. 

2. Model: Que vous passiez. See Obs. 437. — That you may 
call — That you may love — That you may go — That you may 
accept — That you may arrive — That you may advance — That 
you may blame — That you may correct — That you may cease 
— That you may charge. 

3. Model : Que vous jaunissiez. See Obs. 438. — That you 
may alleviate — That you may accomplish — That you may finish 
— That you may furnish — That you may enjoy — That you may 
languish — That you may blacken — That you may perish. 

4. Model : Que vous jyerdissiez. See Obs. 439. — That you 
might wait — That you might hear — ^That you might pretend — 
That you might pursue — That you might answer — That you 
might follow — That you might sell. 

5. Model : Que vous sentissiez. See Obs. 440. — That you 
might soften — That you might accomplish — That you might fin- 
ish — That you might enjoy — That you might languish — That 
you might blacken — That you might perish. 

6. Model : Dont vous etes capable. See Obs. 441. — Alexis 
whose [the] father was old — The artist whose [the] productions 
are admired — The friend of whom we speak — The shop of which 
you speak — His trade from which he draws [a] great profit. 

Y. Model : Justesse, from juste. See Obs. 442. — Baseness — 
Youth — Littleness — Wisdom — Sadness — Quickness. 

8. Model : Que vous laissassiez. See Obs. 443. — That you 
might give — That you might wish — That you might doubt — 
That you might ask — That you might examine — That you might 



310 TWENTY-THIRD LESSON. 

taste — That you might imagine — That you might play — That 
you might forget — That you might think — That you might 



PHEASES FOR COMPOSITION 

TO BE TEANSLATED INTO FEENOH. 

1. Is it prudent that you should lose your time ? — 436. 

2. It is necessary that you should hear us — 436. 

3. It is just that you should reward the students — 437. 

4. I desire that you may find this book useful — 437. 

5. I do not believe that you will finish your task to-day — 438. 

6. We do not doubt but you will succeed — 438. 

7. That book is too serious. 

8. The eel weighed one pound. 

9. I wish [would] that you would return me my book — 439. 

10. It was necessary for you to pursue your studies — 439. 

11. I wish [would] that you would finish your task — 440. 

12. It would be necessary for you to alleviate the position of 
your father — 440. 

13. It would be possible for you to succeed — 440. 

14. The observation of which you speak is not just — 441. 

15. The man of whom I speak is wise and serious — 441. 

16. There is the shop of the man whose [the] cakes are so 
good — 441. 

17. Youth is generous — 442. 

18. We admire the wisdom of your father — 442. 

19. I ivish [would] that you would love study — 443. 

20. I ivish [would] that you would examine that book — 443. 

21. You do not know what he is capable of — 444, 445. 

22. Do you know what they were speaking of? — 444, 445. 

23. Whom do you speak to ? — 445. 

24. We have a house which we can dispose of — 441, 445. * 

25. It is a circumstance which I am not sorry for [of] — 
441, 445. 



TWEN'l^-FOUKTH LESSON. 311 

TWEHTY-FOURTH LESSON. 

FIEST DIVISION. PEACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

BelatoMF coiMiiien^ait a cleveaiif TieMX* 

began become 

It §e plai^nait de plus eia pltis am^reMient 

complained bitterly 

«le I'apathie de §0ia His. ^' Mectiaait eii- 

apathy Wicked 

laiit," disait-il, '^il seBiaMe que t^a aaes 

it seems thou have(subj.) 

resolu de me fatre m^uFir de chagrin. Je 

resolved to die sorrow 

veux que t^ iii'ecoutes a Sa Ubi, et que t\\ 

will listen (subj.) end 

BM'oMisses. Apr^s tout ce que j'ai fait 

obey (subj.) I have done 

pour toi, je veux que tu te resides utile 

thee thee render (subj.) 

d'uaie maiii^re quelcoaique ; et tu le leras, 

manner whatever wilt do 

a Biaoiaas que tu ne sois usi ingrat. Tu ne 

unless be (subj.) ungrateful 

reflecUis done jaisaais ? Tu n'as done point 

reflectest hast not 

de souci. de I'avenir?" 

future 



312 



TWENTY-FOURTH LESSON. 



THE SAME IN GOOD ENGLISH. 

Delatour began to grow old. He complained more and more 
bitterly of his son's apathy. " You wicked boy," said he, " you 
seem resolved to make me die with sorrow. But you shall listen 
to me at last, and obey me. After all I have done for you, you 
shall make yourself useful in one way or another ; and you will, 
if you are not an ungrateful boy. Do you never reflect ? Have 
you no care of the future ? " 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette legon ? 
Delatour etait-il vieux ? 

Qui est-ce qui commen^ait a de- 

venir vieux ? 
Qui etait-ce que Delatour ? 
De quoi se plaignait-il de plus en 

plus amerement ? 
Comment se plaignait-il de I'apa- 

thie de son fils ? 
Comment appelait-il son filsl 
Que semblait-il que son fils eut 

resolu ? 
Que voulait Delatour ? 

Comment le lui disait-il ? 

Que voulait-il encore, apres ce 
qu'il avait fait pour lui ? 

De quelle maniere voulait-il qu'il 
se rendit utile ? 

Comment le lui disait-il ? 

Que lui disait-il pour rendre son 

exhortation plus pressante ? 
Quelles questions lui faisait-il? 



C'est la vingt-quatri^me. 
II commengait k devenir vieux, 
<?r, 11 commengait k le devenir, 
Delatour. 

C'etait le p6re d' Alexis, 
De I'apathie de son fils. 

De plus en plus amdrement 

Mechant enfant 

De le faire mourir de chagrin. 

II voulait que son fils I'ecoutat, k 
la fin, et qu'il lui obeit. 

" Je veux que tu m'ecoutes, k la 
fin, et que tu m'obeisses." 

II voulait qu'il se rendit utile. 

D'une maniere quelconque. 

" Je veux que tu te rendes utile 

d'une maniere quelconque." 
" Et tu le feras, k moins que tu 

ne sois un ingrat." 
"Tu ne reflechis done jamais? 

Tu n'as done point de souci de 

I'avenir ? " 



TWENTY-FOUKTII LESSON. 



313 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUENED INTO ENGLISH. 

Parlons un peu de nos anciens 

camarades. 
II J en avait trois on quatre pour 

lesquels nous avions beaucoup 

d'affection. 
Oui: le petit Charles, le gros 

Eobert, le grand Guillaume, et 

encore uu autre. 
Que fait le premier ? 
II est dans le commerce. 
I] a toujours aime les specula- 
tions. 
Fait-il fortune? 
Mais, je pense que oui. 
Vous savez combien il est actif. 
Oui ; mais ce n'est pas toujours 

une raison pour reussir. 
Dans le commerce, on est expose 

a des revers inattendus. 
Je pense comme vous. 
Et le second ? 
Qui ? le gros Robert ? 
Oui. 

II est poete. 
Pas possible ! 
O'est tres-vrai. II compose en ce 

moment une tragedie. 
Quoi ! ce gros gar^on si jovial ? 

O'est k n'y pas croire ! 
II n'est plus le raeme aujourd'liui. 
II est tranquille et grave. 
II passe les nuits a barbouiller du 

papier. 
A-t-il du talent, au moins ? 
On le dit; mais j'en doute. 
Et le grand Guillaume? Est-il 

toujours aussi bon enfant? 
Oui, vraiment. Nous nous 

voyons presque tous les jours. 



TO BE TUENED INTO FEENCH. 

Let us talk a little about our old 

comrades. 
There were three or four of them 

that we were very fond of. 

Yes: little Charles, fat Robert, 



What is the first doing ? 

He is in trade. 

He was always fond of specula- 
tions. 

Is he making a fortune? 

Why, I think he is. 

You know how active he is. 

Yes; but that does not always 
insure success. 

In trade, one is exposed to un- 
foreseen mischances. 

I think as you do. 

And the second ? 

Who? fat Robert? 

Yes. 

He is a poet. 

Impossible ! 

It is very true. He is now com- 
posing a tragedy. 

What ! that fat fellow, who was 
so jovial ? You don't say so ! 

You would not know him again. 

He is grave and steady. 

He spends his nights in scrib- 
bhng. 

Has he any talent at least ? 

It is said he has ; but I doubt it. 

And tall William ? Is he still the 
same good fellow ? 

Oh! yes. We see each-other 
almost every day. 

14: 



314 



TWENTY-FOUKTII LESSON, 



Que fait-il ? 

II est artiste, et se foit line belle 
reputation. 

Mais, quel etait done le qua- 
trieme de nos camarades 1 

C'etait Martin, le paresseux. 

Le voyez-vous toujours ? 

Non, nous avons cesse de nous 
voir. 

Pourquoi cela ? 

Parce que son pere lui a laisse 
une grande fortune, et qu'il re- 
garde ses anciennes connais- 
sances comme au-dessous de 
lui. 

C'est un ingrat. 



What is he doing? 

He is an artist, and is getting into 
high repute. 

But, who was our fourth com- 
rade? 

It was that lazy fellow, Martin. 

Do yon still see him ? 

No, we have ceased to see each- 
other. 

How so ? 

Because liis father has left him a 
large fortune, and he looks 
upon his old acquaintances as 
below him. 



He is an ungrateful fellow. 



SECOND DIVISION. 



-THEOEETICAL PAET. 



ANALYTICAL STUDY 

OF THE GRAMMATICAL PEOULIAEITIES IN THE TEXT.* 

C0MMEN9AIT is a form (47, 48) of the verb commencer, to be- 
gin. This verb generally governs d before the infinitive mood 
(190). 

Devenir is one of the derivatives of venir, seen in the fifteenth 
lesson. 

Plaignait is the third person singular of the imperfect tense 
of plaindre, which signifies to bewail, to pity. It is an irregular 
verb. Se plaindre means to complain (194). 

446. All the verbs ending in indre undergo a change of the 
letters nd into gn : 1st, in the three persons plural of the present 
tense of the indicative mood ; 2dly, throughout the imperfect 
tense; 3dly, throughout the past tense definite ; 4thly, in the first 
and second persons plural of the imperative mood ; 5thly, 



* See note on page 



TWENTY-FOUKTH LESSON. .315 

throughout the subjunctive mood, present and past ; 6thly, in 
the present participle. 

AMfeREMENT is derived from amev, bitter (31, 32). 

Apathie, from the Greek d-^'a^sja, is feminine according to 
analogy (15). 

Mechant is an adjective which signifies wicked, bad, naught]/. 
Its feminine meckante is formed regularly (2). 

Semble is a form (22) of the verb sembler, mentioned in the 
eighteenth lesson. 

447. Tu, from the Latin tu, thou, is a personal pronoun of the 
second person singular and of both genders. It is always a sub- 
ject, and generally placed before the verb. 

448. The use of the second person singular is much more fre- 
quent in French than in English. It generally denotes familiarity 
and intimacy. In addressing inferiors, it denotes authority. In 
dignified and poetical language, the use of this form is the same 
as in English. 

AiES is the second person singular of the present tense of the 
subjunctive mood of avoir. 

Resolu is the past participle of the irregular verb resoudre, to 
resolve. 

MouRiR, from the Latin mori, to die, is an irregular verb. 

Chagrin. This substantive is often used as an adjective, 
meaning sorrowful or peevish. 

Je veux is the first person singular of the present tense of the 
indicative mood of vouloir, seen in the fourth lesson. 

EcouTES is the second person singular of the present tense of 
the subjunctive mood of ecouter. 

■ 449. The second person singular of the present tense of the 
subjunctive mood of verbs ending in er in the infinitive, is formed 
by changing this termination into es. It is similar to the same 
person of the present tense of the indicative mood. 

Fin has been mentioned in the tenth lesson as being the radi- 
cal ofjinir. 

OsifeissES is the second person singular of the present tense of 
the subjunctive mood of ob Sir, to obey. 

450. The second person singular of the present tense of the 
fiubjunctive mood of verbs ending in ir in the infinitive, is formed 



316 • TWENTY-FOURTH LESSON. 

by changing this termination into isses. It is similar to the 
same person of the past tense of the same mood. 

Ai is the first person singular of the present tense of the in- 
dicative mood of avoir. 

Fait is the past participle of the irregular verb /aire, seen in 
the third lesson. 

451. Toi, derived from tu, is a personal pronoun of the sec- 
ond person singular, and of both genders. It is commonly used 
as a regimen, either direct or indirect, and corresponds to the 
English pronoun thee, or to thee. Sometimes it is a subject, and 
signifies thou. 

452. Te, derived from tu, is a personal pronoun of the second 
person singular, and of both genders. It is never used as a sub- 
ject. It is sometimes a direct and sometimes an indirect regi- 
men, corresponding to thee, to thee, thyself, to thyself. It always 
precedes the verb. It is one of the words in which the elision 
of the e takes place (11). 

Rendes is the second person singular of the present tense of 
the subjunctive mood oi rendre, seen in the thirteenth lesson. 

453. The second person singular of the present tense of the 
subjunctive mood of verbs ending in re in the infinitive, is 
formed by changing this termination into es (449, 450). 

Maniere is feminine according to analogy (15). 

QuELCONQUE is formed of quel, seen in the third lesson, and 
conque, altered from the Latin particle cumque, or cunque, deno- 
ting universality, and corresponding to ever, or soever. It is an 
adjective of both genders, which signifies whatever, or any. It 
is always placed after a substantive. 

Feras is the second person singular of the future tense of 
faire, already seen. 

A MoiNS QUE is one of the conjunctions which require the sub- 
junctive mood after them (244). 

Sois is the second person singular of the present tense of the 
subjunctive mood of etre. 

Examples have been seen in this lesson of the second person 
singular of the present tense of the subjunctive mood, in the three 
regular forms of conjugation, and the two auxiliaries, in the fol- 
lowing phrases : 



TWENTY-FOURTH LESSON. 317 

"e/e veux que tu rrCecout^^r 

"«/e veux que tu m'o6eissES." 

"t/e veux que tu te rend^^ utiles 

" A moins que tu ne sois un ingrat.'^ 

" II semble que tu aies resolu^ 

Ingrat comes from the Latin ingratus^ ungrateful. It is an 
adjective, which in this lesson is used substantively (1*71). 

Tu REFLECHis is the second person singular of the present tense 
of the indicative mood Q)irejiechh\ to reflect. 

454. The second person singular of the present tense of the 
indicative mood of verbs ending in ir in the infinitive, is formed 
by changing this termination into is.' It is similar to the first 
person of the same tense and mood (325), to the first and second 
persons singular of the past tense definite, and to the second per- 
son singular of the imperative mood. 

Tu AS is the second person singular of the present tense of the 
indicative mood of avoir. 

The whole of the present tense of this verb has now been seen : 
Tai^ Tu as, U a, Nous avons, Vous avez, lis oni. 

Point, from the Latin punctum, point, has a negative meaning 
only when preceded by ne, in which case the two words together 
signify not, like ne pas (10). Ne point is more emphatically 
negative than ne pas. 

AvENiR is one of the derivatives of venir, seen in the fifteenth 
levsson. 



SYNTAX.* 

De plus en plus. 

455. This may be taken as a model of construction for ad- 
verbial phrases marking augmentation or diminution, by the 
repetition of the comparative. Less and less should therefore be 
translated by de moins en moins ; farther and farther, by de 
plus en plus loin, etc. 

* See note on page 282. 



318 TWENTY-FOURTH LESSON. 

Jl semble que tu aies r^solu. 

456. After il semhle, the subjunctive mood is generally re- 
quired ; but this rule is not absolute ; thus, when the verb sem- 
hler is preceded by one of the pronouns, ?>ie, te, lui, nous, vous, 
leur, and used affirmatively, as : II me semble, il te semble, etc., 
the indicative mood is necessary, as: "/Z me semble que tu as 
r^solu, it seems to me that thou hast resolved." 



Ce que fai fait pour toi. 
II faut que tu te rendes utile. 

457. AH the observations made on the three pronouns of the 
first person, je, me, moi, are applicable to the three pronouns of 
the second person, tu, te, toi (305, 313, 319, 333, 406, 407). 



A moins que tu ne sois. 
458, The negative ne always follows a moins que, unless. 



EXEECISES 

UPOlSr THE GEAMMATICAL OBSERVATIONS AND UPON THE RULES OF 
SYNTAX. 

1. Models : Venez — Venu — Vous viendrez. See Obs. 273, — 
Become (imper.) — Become (past part.) — You will beco"me. 

2. Model : Plaignait. See Obs. 446. — They pity — We 
pitied (imperf.) — You pitied — They pitied — He pitied (past t. 
def ) — We pitied — You pitied — They pitied — Let us pity — Pity 
— Provided thou pity — Provided we pity — Provided he pitied 
— Provided you pitied. 

3. Model : Je veux que tu ecoutes. See Obs. 449. — That 
thou mayest admire — That thou mayest love — That thou mayest 
accept — That thou mayest blame — That thou mayest correct — 



TWENTY'FOrKTH LESSOR-. 319 

That thou mayest begin — That thou mayest give — That thou 
mayest ask. 

4. Model : Que tu obeisses. See Obs. 450. — That thou 
mayest warn — That thou mayest accomplish — That thou mayest 
finish — That thou mayest furnish — That thou mayest enjoy — 
That thou mayest perish — That thou mayest fill — That thou 
mayest succeed — That thou mayest reflect. 

5. Model: Four toi. See Obs. 451, and Syntax, 457. — To 
thee — After thee — With thee — Before thee — Of thee — By thee 
— Without thee — On thee — Under thee — Towards thee. 

6. Model : Que tu rendes. See Obs. 453. — That thou may- 
est wait — That thou mayest hear — That thou mayest bite — That 
thou mayest pretend — That thou mayest lose — That thou mayest 
pursue. 

7. Model : Tu reflechis. See Obs. 454. — Thou freest — Thou 
accomplishest — Thou finishest — Thou furnishest — Thou enjoyest 
— Thou languishest — Thou blackenest — Thou obeyest — Thou 
perishest — Thou fillest — Thou succeedest. 

8. Model: II faut que tu te rendes. See Obs. 452, and 
Syntax, 457. — I give thee — He speaks to thee — Thou freest thy- 
self — We ask thee — They listen to thee — He warned thee (imperf) 
— We obeyed thee (imperf) — He answered thee (past t. def.) — 
They will surprise thee. 

. 9. Model : A moins que tu ne sois. Syntax, 458. — Unless 
thou hast — Unless he is — Unless we listen — Unless you pass — 
Unless they succeed — Unless we interrupt — Unless he possessed 
— Unless we found — Unless you felt. 



PHRASES FOE COMPOSITION 

TO BE TKAXSLATED IXTO FREXCH. 

1. We do not pity the ungrateful — 446. 

2. He always complained without reason — 446. 

3. We complained of our poverty — 66, 180, 446. 

4. You complained of the laziness of your son — QQ, 180, 446. 

5. They pitied us when it was too late — 135, 446. 



320 TWENTY-FOUETH LESSON. 

6. Let us pity those who want meraoiy — 446. 
Y. Pity us, for we are to be pitied — 446, 409. 

8. He wished that you would pity him---83, 446. 

9. Thou must begin to study — 449. 

10. I do not think that thou likest remonstrances — 449. 

11. I will reward thee, provided thou wilt study — 449. 

12. I desire that thou wilt reflect on what we have said — 450. 

13. Thou must finish thy task to-day — 450. 

14. I do not doubt but thou wilt succeed — 450. 

15. I do not listen to thee — 452. 

16. He will be ungrateful, whatever service thou may est ren- 
der him — 453. 

17. I will have thee answer me in a few words — 453. 

18. I will not have thee interrupt me — 453. 

19. Why dost thou not obey ? — 454. 

20. Thou never finishest what thou hast begun — 38, 454. 

21. Why dost thou not fill this basket? — 454. 

22. Thou hast said that!— 457, 333. 

23. I do not listen to him, but I do listen to thee — 457, 333. 

24. We will go with thee — 457, 313. 

25. We give thee our books — 452, 457. 

26. AVork more and more — 455. 

27. She studies less and less — 455. 

28. It seems that you are displeased — 456. 

29. It seems that observations are useless — 456, 

30. It seems to me that you arrive very late — 456. 

31. It seems to me that I understand more easily — 456. 

32. Does it seem to you that this man is happy ? — 456. 

33. He is always eating, unless he is sick — 458. 

34. You will be victorious, unless you want courage — 458 

35. We shall listen to their observations, unless they are too 
tedious — 458. 

86. We shall finish our task, unless we are interrupted — 458. 



TWENTY-FirrH LESSON. 821 

TWENTY-FIFTH LESSON. 

FIEST DIVISION. PRACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Vliigt-cinqui^oie le^on. 
'' A qiioi penses-tii? Parle. Comineiit 

thinkest speak 

peux-tii esperer de faire ton chemin, si tw 

canst to hope thy way 

perds ton teawps | coninie cela | ? €0111- 

losest thus 

iiient te def*eiidra§-tii de la aiiis^re, quand 

thyself wilt defend misery 

je ne serai plus ? Qiielles ressources 

shall be no more What resources 

auras-tii. qiiand tu seras oblige de te 

wilt have wilt be obliged to thyself 

sufllre a toi-iiieme? Keponds. ]\e te 

to suffice thyself Answer 

repentiras-tw pas alors ? Jette les yeiix 

wilt repent Cast eyes 

sur les en rants de nies conir^res. lis sont 

my brethren (fellows) 

tes eg^aux, song-es-y bien. ]\e les vois-tu 

thy equals think to it well seest 

pas a I'osiYrage depuis le matin jusqii'au 

work since (from) till 

soir ? N^es-tii pas anssi fort qu'eux ? lis 

evening art strong 

14* 



122 



TWENTY-FIFTH LESSON. 



se servent de leurs toras 5 pourquoi lie 

themselves serve 

te sers-tu pas des liens ? " 

servest thine 



THE SAME IN GOOD ENGLISH. 

"What are you thinking of? Speak. How can you hope to 
thrive, if you waste your time thus ? How will you save your- 
self from beggary, when I am dead ? What resources will you 
have, when you are obliged to shift for yourself? Tell me, don't 
you think you will repent then ? Just look at the children of 
my fellow-workmen. They are in the same position as yourself, 
remember ; and yet, do you not see them at work from morning 
till night ? Are you not as strong as they ? They put their 
hands to work ; why don't you put yours 2 " 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette legon ? 

Par quelle question cette le^on 

commence-t-elle % 
Qui falsait cette question ? 
A qui faisait-il cette question ? 
Qu'est-ce que le fils ne pouvait 

pas . esperer, s'il perdait son 

temps ? 
Que perdait-il ? 
De quoi sera-t-il oblige de se de- 

fendre, quand son pere ne sera 

plus? 
Quand sera-t-il oblige de se de- 

fendre de la misere ? 
Quand manquera-t-il de ressour- 

ces? 



C'est la vingt-cinqui^me. 
" A quoi penses-tu ? " 

Le pere d' Alexis. 
A son fils. 

II ne pouvait pas esperer de faire 
son chemin. 

II perdait son temps. 
II sera oblige de se defendre de la 
misere. 

Quand son pere ne sera plus. 

Quand 11 sera oblige de se suffire 
k lui-meme. 



TWENTY-FIFTH LESSOX. 



323 



Qu'arrivera-t-il probablement, 

quand il manqiiera de ressour- 

ces? 
Sur qui son pere lui disait-il de 

Jeter les yeux ? 
Ces enfants etaient-ils les supe- 

rieurs on les inferienrs d'Alexis ? 
Que faisaient-ils depnis le matin 

jusqu'au soir ? 
Quand travaillaient-ils ? 
Alexis etait-il moins fort qu'eux ? 
De quoi ces enfants se servaient- 

ils? 
Quelle question le pere faisait-il, 

apres avoir dit qu'ils se ser- 

vaient de leurs bras ? 



' II se repentira. 

; Sur les enfants de ses confreres. 

i 

j lis etaient ses egaux. 

lis travaillaient — oi\ lis etaient a 

Touvrage. 
Depuis le matin jusqu'au soir. 
II etait aussi fort qu'eux. 
lis se servaient de leui's bras. 

" Pourquoi ne te sers-tu pas des 
tiens ? " 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUEXED LN'TO ENGLISH. 

Bonjour, camarade. 
BoDJour, mon ami. 
Comment cela ra-t-il ? 
Toujours de meme. Et toi ? 

Mais, assez bien. 

Tu as I'air triste. 

Je le suis aussi. 

Pourquoi done ? 

J'ai perdu mon p^re. 

Pauvre gar(;on ! Tu es bien a 
plaindre. 

C'etait un brave et digne homme. 

T'a-t-il laisse de la fortune ? 

Ptien du tout, mon cher. 

As-tu des ressources ? 

Quand un bomrae est jeune, fort 
et actif, il a toujours des res- 
sources. 



TO BE TUEXED i:XTO FEEXCH. 

Good morning, comrade. 

Good morning, my dear fellovr. 

HoTv are you ? 

Always the same. And how are 
you? 

"Why, pretty well. 

You look sad. 

I am so indeed. 

Why? 

I have l6st my father. 

Poor fellow ! You are much to 
be pitied. 

He was an honest worthy man. 

Has he left you any fortune ? 

Nothing at all, my dear fellow. 

Have you any resources 1 

TVhen a man is young, strong, 
and active, he always has re- 
sources. 



324 



TWENTY-FIFTH LESSON. 



Que fais-tu ? 

Je travaille chez un racnuisier. 

Quoi ! tu es ouvrier ? 

Pourquoi pas ? 

Tu as cependant ret^u une belle 
education. 

C'est vrai ; mais pour utiliser une 
belle education, il fout de I'ar- 
eent on des protections. 

De r argent, nous en avons k ton 

service. 
Je te suis oblige, mais je n'en 

veux pas. 
Et des protections, tu peux en 

avoir iDien facilement. 
Qui, mais il faut les demander, 

et c'est ce que je n'aime pas 

faire. 
Tu es un original. 
Je me trouve heureux comme 

cela. 



What are you doing ? 

I work at a joiner's. 

What ! are you a workman ? 

Why not ? 

You have received a fine educa- 
tion however. 

It is true ; but in order to avail 
one's self of a fine education, 
one must have money or pro- 
tection. 

As for money, wc have some at 
your service. 

I am obliged to you, but I will 
not have any of it. 

And as for protection, you can 
very easily get that. 

Yes, but I must beg for it, and 
that is what I do not like to 
do. 

You are an eccentric fellow. 

I am happy such as I am. 



SECOND DIVISION. 



-THEORETICAL PART. 



ANALYTICAL STUDY 

OF THE GRAMMATICAL PECULIAEITIES IN THE TEXT.* 

Penses is the second person singular of the present tense of 
the indicative mood of 2^^nser, seen in the first lesson. 

459. The second person singular of the present tense of the 
indicative mood of verbs ending in er in the infinitive, is formed 
by changing this termination into es. It is similar to the same 
person of the present tense of the subjunctive mood (449). 

The whole of the present tense of the indicative mood of verbs 



See note on page 



TWENTY-FIFTH LESSON. 



325 



in er has now been seen : Je doutE, tu ^ewsES, il domiE, nous? 
penso'ss, vous manquwL, Us imagin-&^T:. 

Parle is the second person singular of the imperative mood 
oiparler, seen in the thirteenth lesson. 

460. The second person singular of the imperative mood is 
similar to the first person singular of the present tense of the in- 
dicative mood, in all the regular verbs, whether in er, ir, or re. 

Peux is the second person singular of the present tense of the 
indicative mood of pouvoir, seen in the third lesson. This verb 
governs the infinitive without a preposition (187). 

EsPERER is the radical of esp^rance, seen in the sixth lesson. 
When in the infinitive mood and followed by another infinitive, 
it generally requires the preposition de (187) ; but this rule is 
not absolute. In any other mood, esperer governs the infinitive 
without a preposition (187). 

461. Ton is a possessive adjective, masculine and singular; 
its feminine is ta ; the plural of both genders is tes. These 
three forms, ton, ta, tes, correspond to thy (51, 107, 306). 

Chemin comes from the Italian cammino, way. It is mascu- 
line according to analogy (14). 

Perds is the second person singular of the present tense of the 
indicative mood oi perdre, seen in the fourteenth lesson. 

462. The second person singular of the present tense of the 
indicative mood of verbs ending in re in the infinitive, is formed 
by changing this termination into S. It is similar to the first 
person singular of the same tense and mood (310). 

Comme cela, or in familiar language, comme ca, is often used 
for thus, in that way, in this way. 

Deeendras is the second person singular of the future tense 
of defendre, which comes from the Latin defendere, to defend, and 
to hinder. Defendre signifies to iefend, and to forbid ; Avith the 
latter meaning, it requires de before an infinitive (189). 

463. The second person singular of the future tense of verbs 
endino- in re in Itle infinitive mood, is formed by changing the 
final e into as. 

Misere comes from the Latin miserla, misery. It is feminine 
according to analogy (15). 

Serai is the first person singular of the future tense of etre. 



326 TWENTY-FIFTH LESSON. 

QuELLES is the plural feminine of quel (Vl). 

Ressource is derived from source, source (14G). 

Auras is the second person sing-uhir of the future tense of 
avoir. 

Seras is the second person singular of the future tense of etre. 

The whole of the future tense of etre has now been seen : Je 
serai, tu seras, il sera, nous serons, vous serez, Us seront. 

Oblige is the past participle of ohliger, to oblige. 

SuFFiRE, from the Latin siifficere, to be suflBcient, is an irregu- 
lar verb. 

Toi-mexME is a combination of the two words, toi, thee, and 
meme, same, or self 

464. The personal pronouns, moi, toi, lui, elle, soi, 
nous, vous, eux, elles, combine with the adjective meme, 
and acquire the following significations : Moi-meme, myself; toi- 
meme, thyself; lui-jnime, himself, itself (masc.) ; elle-meme, her- 
self, itself (fern.); soi-meme, one's self; nous-meme, ourself; 
wow5-mme5, oui*selves ; vous-meme,yo\xvs>Q\i', vous-memes, your- 
selves ; eux-memes, themselves (masc.) ; elles-memes, themselves, 
(fem.). 

Reponds is the second person singular of the imperative mood 
of repondre, seen in the sixth and in the fifteenth lessons. It is 
similar to the first and second persons singular of the present 
tense of the indicative mood (310, 460). 

The whole of the imperative mood of verbs in re has now been 
seen : Hqjonds, attendons, suivez. 

465. The imperative mood in French verbs has no first 
person singular, and no third person either singular or plural. 
The English forms, let vie answer, let him wait, let them follow, 
are rendered in French by the subjunctive, thus : Que je reponde, 
quHl attende, qu'ils suivent. 

Repentiras is the second person singular of the future tense 
of se repentir, to repent, Avhich is always pronoij^inal (364). This 
verb is irregular, but the irregularity does not extend to the 
future tense. 

466. The second person singular of the future tense of verbs 
ending in ir in the infinitive, is formed by adding as to this ter- 
mination (463). 



TWENTY-FIFTH LESSOIST. 337 

Jette is the second person singular of the imperative mood 
oi Jeter, to throw. 

467. § 1- Verbs ending in eter and eler, as. Jeter, appeler, 
double the consonant t or I before e mute, as : Je jette, fappelle, 
nous jetterons, nous appellerons. 

§ 2. According to the French Academy, the following verbs 
are excepted : Acheter, to buy ; hecqueter, to peck ; hourreler, to 
torture ; celer, to conceal ; deceler, to disclose ; degeler, to thaw ; 
decolleter, to bare the neck ; geler, to freeze ; harceler, to harass ; 
peler, to peel ; racheter, to redeem. In these the t or I is not 
doubled, but a grave accent modifies the sound of the first e, just 
as a double consonant would do ; thus : J'achete, il gele. This 
arbitrary departure from the general rule is blamed by many 
grammarians. 

§ 3. The verbs ending in eter and eler must not be con- 
founded with those in 6ter and 61er, as inquieter, to disquiet ; 
reveler, to reveal. In the latter, the acute accent ( ' ) is changed 
into a grave accent, without doubling the consonant before e 
mute; thus: JHnquiete,je revele. 

Yeux is the irregular plural of oeil, seen in the second lesson. 

468. The word ceil is sometimes used to denote other objects 
than the organ of sight, in which case its plural is often formed 
regularly, as : Des (Ei'L?,-de-hoeuf, circular-windows, or bull's-eyes ; 
des CEILS de perdrix, soft corns (on the feet). 

Mes is the plural of mow and ma (306). 

•Confrere is one of the derivatives oifrere, seen in the fifteenth 
lesson. 

Tes is the plural of ton and ta (461). 

Egaux is the plural of egal, which comes from the Latin 
cequalis, equal. 

469. Adjectives ending in al generally form their plural by 
changing al into aux. There are some exceptions, as fatals, 
finals, nasals. 

SoNGEs is the second person singular of the imperative mood 
of songer, seen in the twentieth lesson. The first person singular 
of the present tense of the indicative mood being je songe (394), 
this second person should be, and is indeed, S07ige, when followed 
by any other word than y or the pronoun en. 



328 TWKNTY-FIFm LESSON. 

470. When the second person singular of the imperative mood 
ends in e mute, and is followed by the pronoun y or the pronoun 
EN, a euphonic s is added to it, to prevent the hiatus, as : Son- 
ges-y^ donnes-en. 

Vois is the second person singular of the present tense of the 
indicative mood of voir, seen in the second lesson. 

OuvRAGE is one of the derivatives of ceuvre, mentioned in the 
sixth lesson. It is masculine (215). 

Depuis is a preposition formed of dc, from, and puis, then, or 
next. It corresponds to from, since, and after. 

SoiR comes from the Latin serus, late. It is masculine accord- 
ing to analogy (14). 

Es is the second person singular of the present tense of the 
indicative mood of etre. 

The whole of this tense has now been seen : Je suis, tu es, il 
est, nous sommes, vous etes, Us sont. 

Examples have now been seen of the second person singular 
of the present tense of the indicative mood, in the three regular 
forms of conjugation and the two auxiliaries, in the following- 
phrases : 

" A quoi pensKS-tu ? " — 25th lesson. 

" Tu ne r^fiechis, done jamais ? ^^ — 24th lesson. 

" Si tu perds ton temjos^ — 25th lesson. 

^^ JV^ES-tu pas aussifort qiCeuxV — 25th lesson. 

" Tu tz'as done point de souci de VavenirV — 24th lesson. 

Fort is the radical o^ forcer, seen in the seventh lesson. ♦ 

Servent is the third j^erson plural of the present tense of the 
indicative mood of servir, which is an irregular verb. Servir 
signifies to serve ; se servir signifies to use, to employ, to make 
use (of). 

Sers is the second pei'son singular of the present tense of the 
indicative mood of sei'vir. 

Tiens, or rather les tiens, is the plural masculine of le tien. 

471. The possessive pronoun of the second person singular, 
corresponding to the possessive adjective ton, is le tien. The 
singular feminine is la tienne ; the plural masculine, les 
tiens, and the plural feminine, les tiennes. All these forms 
correspond to thine (126). 



TWENTY-FIFTH LESSON. 329 



SYNTAX.* 
Quand je ne serai plus. 

472. When a verb is preceded by an adverb or a conjunction 
of tini^, as when, while, as soon as, etc., and when the future tense 
is implied from the reference of that verb to another verb in the 
future tense (334) or in the imperative mood, the present tense, 
generally employed in English, must be rendered by the future 
tense in French. 



Te sufire a toi-m^me. 

473. In this phrase, a toi-meme is not indispensable, for it has 
precisely the same meaning as te, placed before the verb. The 
pronouns moi-meme, toi-meme, nous-memes, etc., sometimes neces- 
sary to avoid ambiguity (400), may also be used as mere exple- 
tives, for the sake of emphasis. 



Songes-y bien. 

474. The advei-b bien is often used redundantly, and cannot 
be either translated literally, or even be translated at all, into 
English, as in the following instances : Pouvez-vous biex dire 
cela! Can you say that ! Je me doutais biex de cela, I did sus- 
pect it ; Je le veux biex, I will ; Allez-y, ou bien nous irons 
nous-memes. Go thither, or we shall go ; Voila bien les amis ! 
See what friends are ! Vous voudrez biex faire cela, You will 
please to do that. 



Wes-tu -pas aussi fort c^eux ? 
or, N^€S-tu pas si fort qyjeux ? 

475. In the comparative of equality, the w-ord as is expressed 
by aussi before the adjective, the participle, or the adverb, and 
by que after it (197). In negative phrases the adverb so, be- 

* See note on page 282, 



330 TWENTY-FIFTH LESSON. ^ 

fore the adjective, the participle, or the adverb, may be rendered 
either by aussi or by si. 



Aussi fort qit'QViSi. 
Aussi fort quW^ le sont. 

476. The pronouns /, thou, he, she, it, ice, you, they, are ren- 
dered by Moi, TGI, Lui, ELLE, NOUS, vous, Eux, ELLES, after a 
conjunction, when the verb which they govern is understood. 
But when the verb is expressed, the subject pronouns are : Je, 

TU, IL, ELLE, nous, vous, ILS, ELLES. 



EXEECISES 

TJPON THE GRAMMATICAL OBSERVATIONS AND UPON THE RULES OF 
SYNTAX. 

1. Model: Ta penses. See Obs. 459. — Thou workest — Thou 
findest — Thou seemest — Thou meetest — Thou speakest. 

2. Models : Parle — Avertis — Reponds. See Obs. 460. — Bring 
— Accept — Finish — Obey — Wait — Learn — Drink — Believe. 

3. Models : Ton temps — Ta mere — Tes egaux. See Obs. 461. 
— Thy money — Thy shop — Thy arms — Thy elbow — Thy sorrow 
— Thy hopes — Thy son — Thy fortune — Thy brothers. 

4. Model : Tu perds. See Obs. 462.— Thou learnest— Thou 
waitest — Thou drinkest — Thou believest — Thou sayest — Thou 
defendest — Thou hearest — Thou writest. 

5. Model : Tu defendras. See Obs. 463. — Thou wilt hear — 
Thou wilt write — Thou wilt interrupt — Thou wilt bite — Thou 
wilt lose — Thou wilt take — Thou wilt pursue. 

6. Model: Tic te repeniiras. See Obs. 466. — Thou wilt serve 
—Thou wilt feel— Thou wilt reflect— Thou wilt fill— Thou wilt 
depart — Thou wilt perish — Tliou wilt obey — Thou wilt languish. 

7. Models: Jette, fvom Jeter — Appelle, ir om appeler. See Obs. 
467. — I throw — Thou throwest — He throws — They throw — I 
shall throw — He will throw — We shall throw — You will throw — 
You would throw — I call — Thou callest — He calls — They call — 
— I shall call — He will call — We shall call — You would call. 



TWENTY-FIFTH LESSON. 331 

8f Model : Egaux^ plural of egal. See Obs. 469. — (Form the 
plural of the following adjectives.) — Brutal — General — Liberal 
— Loyal — Mineral — National — Original — Principal — Rival. 

9. Model: Songes-y. See Obs. 470. See also 268, § 2 and 
4, and 2*70. — Bring some — Accept some — Give some — Study 
[of it] the half of it — Listen to [of it] a part of it — Taste some 
— -Taste [to] it — Play at it — Eat some — Think of [to] it — Speak 
of it — Look to it — Work at it. 

10. Model : Pourquoi ne te sers-tu pas des tiens. See Obs. 
471. — This money is thine — This eel is thine — These boats are 
thine — These carps are thine — This horse will be thine — This 
school will be thine — These gardens will be thine. 

11. Model : Pas avssi fort que, or Pas si fort que. Syntax, 
47o. — Not so active as — Not so ambitious as — Not so agreeable 
as — Not so good as — Not so dear as — Not so cold as — Not so 
great as — Not so big as. 

12. Model: Nes-tu pas aussi fort qu'^ux ? Syntax, 476. — 
I am as active as thou — Thou art as attentive as I — He is as 
brave as she — She is as young as he — We are as happy as you 
— You are as ungrateful as they (masc.) — You are as wicked as 
they (fem.) — They are as free as we. 



PHEASES FOR COMPOSITION 

TO BE TEAXSLATED INTO FEEXOH. 



1. Thou workest much — 459. 

2. Thou obligest an ungrateful man — 459. 

3. What dost thou hope /or .^ — 459. 

4. Thou dost not listen to me — 459. 

5. Work whilst thou art young — 460. 

6. Think of our conversation — 460. 

7. 'Bring thy fshing-hooks — 460, 461. 

8. Finish thy task— 460, 461. 

9. Obey [to] thy father— 460, 461. 

10. Defend thy friends— 460, 461. 

11. Do not lose thy books — 460, 461. 



332 TWENTY-FIFTH LESSON. 

12. Thou learnest easily — 462. ^ 

13. Dost thou understand what I say ? — 462. 

14. Thou dost not drink enough — 462. 

15. Thou wilt not lose thy time — 463. 

16. When wilt thou write to thy friends ? — 463. 
ll. I love him as I do myself — 464. 

18. Thou art in contradiction with thyself — 464. 

19. He Avas talking to himself — 464. 

20. Let us answer all together — 465. 

21. Let him be our friend — 465. 

22. Let them sell their fish — 465. 

23. Thou wilt reflect on [to] that — 466. 

24. Wilt thou obey without hesitation ? — 466. 

25. Call thy comrade — 467. 

26. Hast thou called him ? 

27. You will come when I call you — 467, 472. 

28. Do you call me ? — Yes, I call you — 467. 

29. Those men are brutal — 469, 

30. The principal works of this poet are sublime — 469. 

31. Thou hast money, give some to thy brother — 470, 268. 

32. Do not forget that, speak of it to thy friends — 470, 268. 

33. This example is good, think of it every day — 470, 270. 

34. This is my book, and that is thine — 471. 

35. My position is not better than thine — 471. 

36. My comrades are not thine — 471. 

37. I have made my invitations, hast thou made thine ? — 471. 

38. It will be too late when thou repentest — 472. 

39. We shall answer [to] him when he speaks to us — 472. 

40. When he was alone, he used to talk to himself — 473. 

41. You do not blame me, but I blame myself — 473. 

42. AVill you come with me? — I will — 474. 

43. The son is not so active as the father — 475. 

44. William is not so ungrateful as James — 475, 

45. She was not so happy as her mother — 475. 

46. Thy comrade is as serious as thou — 476. 

47. You pronounce as well as he — 476. 

48. You are younger than I — 476. 



TWEXTY-SLXTH LESSOR. 333 



TWENTY-SIXTH LESSON. 

FIEST DIVISION. PEACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Vin^t-sixi^iiie le§on. 
"liorsqiie j'etai§ a buosi aise, je noiir- 

When was ease nour- 

rissais I'espoir de te voii- occwper dans le 

islied hope to see to occupy 

iiiondc tisi rang* plus brillant que le mien. 

world rank brilliant than mine 

Je desirais que tu t'elevasses | au-des§us 

desired rose (subj.) above 

de I ta familie, et que tu en fusses I'org-ueil 

thy family of it wert pride 

et I'appui. II lallait pour cela que tu 

support must (imperf.) 

eusses de I'jnstruction ; aucun sacrifice 

hadst (subj.) instruction sacrifice 

ne ni^a coute pour te niettre 'k meiue d'en 

cost to put in condition some 

acquerir. Ton excellente m^re, dont je 

to acquire excellent whose 

ne cesse de pleurer la perte^ avait 

cease to weep loss 

combattu mes projets 5 niais j'avais fini 

fought (contended) projects had finished 



334 



TWENTY-SIXTH LESSON. 



par les liii i'aire partag-er. J'attendais de 

to her to share expected 

ton elevation le bonlieiir de ma vieillesse." 

elevation happiness old age. 



THE SAME IN GOOD ENGLISH. 

" When I ^Yas in easy circumstances, I entertained a hope of 
seeing you hold in the world a more brilliant station than mine. 
I wished you might rise above your family, to be our pride 
and support. For this, it was necessary you should have learn- 
ing ; I grudged no sacrifice to enable you to acquire it. Your 
excellent mother, whose loss I incessantly lament, opposed my 
projects ; but I had at last prevailed on her to adopt them. I 
rehed on your advancement for the happiness of my old age." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette leQon ? 

Quel rangDelatour desirait-il que 

son fils occup4t dans le monde ? 
Ou desirait-il qu'il occupat un 

rang plus brillant que le sien ? 
Quel espoir nourrissait-il ? 



Quand nourrissait-il cet espoir ? 
Que desirait-il encore 1 



Que fallait-il pour cela ? 

Le p^re avail-il fait quelque chose 
pour le mettre k meme d'en 
acquerir ? 

Pourquoi le p^re avait-il fait des 
sacrifices ? 



C'est la vingt-sixieme. 

Un rang plus brillant que le sien. 

Dans le monde. 

L'espoir de voir son fils occuper 

dans le monde un rang plus 

brillant que le sien. 
Lorsqu'il etait a son aise. 
Que son fils s^elevat au-dessus de 

sa famille, et qu'il en jFut I'or- 

gueil et Tappui. 
II fallait que son fils {or qu' Alexis) 

eut de Tinstruction. 
Aucun sacrifice ne lui avait coute 

pour cela. 

Pour mettre son fils ci meme d'ac- 
querir de Tinstruction. 



TWENTY-SIXTH LESSON. 



335 



Qui est-ce qui avait combat tu ses L'excellente mere d' Alexis, 

projets ? 
Qu'est-ce qu'elle avait combattu 



Les avait-elle tonjours combat- 

tus? 
Alexis avait-il encore sa mere ? 

Qu'est-ce que Delatour attendait 
de relevation de son fills ? 

De quoi attendait-il le bonheur 
de sa Tieillesse ? 



Les projets de Monsieur Dela- 
tour. 

ISTon. II avait fini par les lui 
faire partager. 

Non ; car Delatour ne cessait de 
pleurer sa perte. 

II en attendait le bonheur de sa 
vieillesse. 

De relevation de son fils. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TURNED INTO ENGLISH. 

Eh bien, mon cher monsieur, oil 
en somraes-nous de nos etudes ? 

Est-ce de 1' etude du frangais que 
vous voulez parler ? 

Oui. Cela va sans dire. 

Mais, j'avance petit a petit. 

Vous prononcez tres-bien. 

Vous avez bien de I'indulgence. 

Non. Je vous dis ce que je 
pense. 

Je parle plus facilement que je 
ne comprends. 

Mais vous me comprenez bien, 
cependant. 

Quand vous me parlez, je com- 
prends tout ce que vous dites. 

Mais quand vous parlez avec vos 
amis, je m'imagine quelquefois 
que ce n'est plus la meme lan- 
gue. 

C'est que je ne parle pas aussi 
douceraent avec eux qu'avec 
vous. 



TO BE TUEXED INTO FEENCH. 

Well, my dear sir, how do we get 

on with our studies ? 
Do you mean the study of the 

French language ? 
Of course, I do. 
Well, I am getting forward by 

degrees. 
You pronounce very M^eU. 
You are very indulgent. 
No. I say what I think. 

I speak more easily than I under- 
stand. 

But you understand me very 
well, however. 

When you speak to me, I under- 
stand every word you say. 

But when you are talking with 
your friends, I sometimes im- 
agine it is not the same lan- 
guage. 

That is because I do not speak so 
slowly with them as I do with 
you. 



336 



TWENTY-SIXTH LESSON. 



Je m'en doute bien. 

Combien j a-t-il que vous ap- 

prenez ? 
II y a qiiatre mois. 
Vous n'avez pas perdu votre 

temps. 
Mon ami, qui a commence bien 

plus tard, parle plus facilement 

que raoi, 
II travaille sans doute plus que 

vous ? 
Non. II ne travaille pas du tout. 
Alors, c'est qu'il a beaucoup de 

memoire. 
C'est possible. 

Prenez-vous beaucoup de lemons ? 
J'en prends une tous les huit 

jours. 
Ce n'est pas assez. 
Vous croyez ? 
J'en suis s6r. Vous avez le 

temps d'oublier d'une le^on a 

I'autre ce que vous avez appris. 
Je crois que vous avez raison. 
II faut prendre une le5on tous 

les deux jours. 
Bien. 
Mais, je voudrais savoir si vous 

etes tres-attentif pendant votre 

legon. 
II me semble que oui. 
Est-ce que vous ne pensez jamais 

a autre chose ? 
Pourquoi cette question ? 
Parce-que nous appelons souvent 

manque de memoire ou de ca- 

pacite ce qui est seulement 

manque d'attention, 
Quand vous prenez votre le^on, 

il ne faut penser qu'a votre le- 

(jon. 



I suppose that is it. 
HoAV long have you been learn- 
ing? 
Four months. 
You have not lost your time. 

My friend, who began much later, 
speaks more easily than I do. 

He probably works more than 

you ? 
No. He does not work at all. 
Then, he must have a very good 

memory. 
It may be. 

Do you take many lessons ? 
I take one every week. 

It is not enough. 

You believe it is not ? 

I am positive. You have time 

between one lesson and another 

to forget what you have learned. 
I believe you are right. 
You must take a lesson every 

other day. 
Very well. 
But I ghould like to know whether 

you are very attentive during 

your lesson. 
I think I am. 
Do you never think of any thing 

else? 
Wherefore this question ? 
Because we often call want of 

memory or capacity what is 

merely want of attention. 

"When you are taking your lesson, 
you should think of nothing 
but your lesson. 



TWENTY-SIXTH LESSON. 337 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECrLIAEITIES IX THE TEXT.* 

LoRSQUE is derived from lors, mentioned in the twenty-first 
lesson. It has the same meaning as quand, when, but cannot be 
used in interrogations. The ehsion of its final vowel takes place 
before il, elle^ on, un, une. 

J'etais is the first person singular of the imperfect tense 
of etre. 

AisE, ease, is feminine, though preceded by mon (483). 

NouRRissAis is the first person singular of the imperfect tense 
of nourrir, to feed, to nourish, which comes from the Latin nu- 
trire, to feed. 

477. The first person singular of the imperfect tense of verbs 
ending in ir in the infinitive mood, is formed by changing this 
termination into iss-ais. It is similar to the second person sin- 
gular of the same tense. 

EspoiR is one of the derivatives of esp^rer, mentioned in the 
sixth lesson. It is a synonym of esperance, which denotes an 
habitual disposition, while espoir is rather applicable to a deter- 
mined object. Esperance is the virtue ; es2:)oir, the presenti- 
ment, the trust we have of the fulfilment of our wishes. 

Voir is an irregular verb, two forms of which have been seen : 
on voyait, in the second lesson, and vois-tu, in the twenty rfifth. 
It is one of the verbs which govern the infinitive mood without a 
preposition (187). 

OccuPER, in Latin occupare, is a word nearly the same in 
French and in English (262). 

Monde, from the Latin mundus, world, is masculine by excep- 
tion (15). 

Rang, from the German rang, rank, is masculine according to 
analogy (14). 

* See note on page 282. 

15 



338 TWENTY-SIXTH LESSON. 

Brillant is derived from tlie verb briller, to sbioe. 

478. Le mien is the possessive pronoun of the first person 
singular, corresponding- to the possessive adjective, mon. The 
singular feminine is la mienne ; the plural masculine, les 
miens ; and the plural feminine, les miennes. All these 
forms correspond to mine (126, 471). 

Desirais is the first person singular of the imperfect tense of 
desirer, derived from d^sh\ mentioned in the fifth lesson. 

479. The first jDerson singular of the imperfect tense of verbs 
ending in er in the infinitive mood, is formed by changing this 
termination into ais. It is similar to the second person singular 
of the same tense. 

Elevasses is the second person singular of the past tense of 
the subjunctive mood of elever, derived from lever, to raise (363). 
Elever signifies to raise, or to bring up ; and s'elever, to rise, to 
arise. 

480. The second person singular of the past tense of the sub- 
junctive mood of verbs ending in er in the infinitive, is formed 
by changing this termination into asses. 

Au-DESSus DE is a compound preposition derived from sur, 
seen in the fifth lesson. 

Ta is the feminine of ton (461). 

All the possessive adjectives have now been seen in the fol- 
lowing phrases : 

"Mon cher^ vous apporterez, etc.'' — 16th lesson. 

^'■Xaurai ma ligne.'' — 15th lesson, 

'■'■Les enfants de mes confreres^ — 25th lesson. 

" Tu perds ton tempsP — 25th lesson. 
*'^Au-de8SU8 de ik families — 26th lesson. 

'''■lis sont tes egaiix^ — 25th. lesson. 

" On le voyait a son etabli." — 2d lesson. 

^^ Z^ education qu'il avait regue de son per e et de sa mere.''''—^. 
4th lesson. 
. "/Z avait place ses epargnes^ — 6th lesson. 

" JSTotre petit paresseuxy — 'Zth lesson. 

^^ Noircissant nos cahiers?'' — 12th lesson. 

" VoTRE ami, le gros Quillaumer — 15th lesson. 

^^ Ainsi que vos hamegons.''^ — 15th lesson. 



TWENTY-SIXTH LESSON. 339 

^^ Kos parents ont eti leur tempsy — 14tli lesson. 

" Leurs nomhreux creanciersr — 6th lesson. 

Famille comes from the Latin familia, family. It is feminine 
according to analogy (15). 

Fusses is the second person singular of the past tense of the 
subjunctive mood of etre. 

Orgueil comes from the Greek opyn, pride, arrogance. It is 
masculine according to analogy (14). 

Appui is the radical of appuyer^ seen in the ninth lesson. 

Fallait is the imperfect tense of the irregular impersonal verb 
falloir (287). 

EussES is the second person singular of the past tense of the 
subjunctive mood oi avoir. 

Instruction is derived from the verb instruire^ to instruct, to 
teach. It is feminine (99). 

Sacrifice, from the Latin sacrificiuni, is masculine (20). 

CoUTE is the past participle of coute?', to cost (52). 

Mettre is the infinitive mood of 7nis, seen in the fifth lesson. 

Mettre 1 Mi&ME is an idiomatic locution, which signifies to 
enable. 

Acquerir is one of the derivatives of qu^rir, mentioned in the 
thirteenth lesson. It is an irregular verb, 

Excellente is the feminine of excellent (2). 

Cesse is a form (349) of cesser, one of the derivatives of ceder, 
mentioned in the sixth lesson. It is one of the verbs after which 
pas may be suppressed (80). It governs the infinitive mood 
with the preposition de (189). 

Pleurer comes from the Latin plorare, to weep, to bewail. 

Perte is one of the derivatives of perdre, mentioned in the 
fourteenth lesson. 

CoMBATTU is the past participle oi combattre (381), to fight, to 
contend, derived from the irregular verb battre (Vs), to beat. 
The irregularity of battre and its derivatives is very slight. It 
consists in not doubling the t in the three persons singular of the 
present tense of the indicative : Je bats, ta bats, il bat, instead of 
je batts, etc. (310). 

Projet is derived from jeter (182), seen in the twenty-fifth 
lesson. 



340 TWENTY-SIXTH LESSON. 

J'avais is the first person singular of the imperfect tense of 
avoir. 

FiNi is the past participle of Jinir^ one of the derivatives of 
fin, mentioned in the tenth lesson. 

481. The past participle of verbs ending in ir in the infinitive 
mood, is formed by changing this termination into i. 

Partager is one of the derivatives of part^ mentioned in the 
tenth lesson. 

J'attendais is the first person singular of the imperfect tense 
of attendre, seen in the twelfth lesson. 

482. The first person singular of the imperfect tense of verbs 
ending in re in the infinitive mood, is formed by changing this 
termination into ais. It is similar to the second person singular 
of the same tense (479). 

Examples have been seen in this lesson of the first person sin- 
gular of the imperfect tense in the three regular forms of conju- 
gation, and the two auxiliaries, in the following phrases : 

"t/(2 desir AIS que tu felevasses.''^ 

" Je nourrissAis Vespoir." 

'■^ J'' attend MS le honheury 

" Lorsque /etais a mon aise^ 

^^ J'avais fini par les lui fair e partager ^ 

Elevation is derived from elever, seen in this lesson. It is 
feminine (99) though preceded by ton (483). 

BoNHEUR is formed of hon (1st lesson) and heur, mentioned as 
the radical of heureux, in the twenty-first lesson. 

ViEiLLESSE is derived from vieil, a form of the adjective vieux, 
seen in the fourteenth lesson (442). 



SYNTAX.* 

IVEon aise — Ton elevation. 

Ton excellente mere. 

483. Before a feminine substantive or adjective beginning 
•with a vowel or an h mute, the possessive adjectives mon, ton, 

* See note on page 282. 



TWENTY-SIXTH LESSON. 341 

son, are substituted for ma, ta, sa, in order to avoid the 
hiatus. 



Pour te mettre a meme c?'eil acquerir. 

The literal translation of this phrase is : To enable thee to ac- 
quire SOME. The pronoun some is the direct regimen of acquire. 

484. When some or any is the direct regimen of a verb, it is 
rendered by en, placed before the verb, except in the imperative 
mood (268, § 4, and 278). 



Dont je ne cesse de pleurer la perte. 

In this phrase, dont signifies whose. It determines the sub- 
stantive perte, which is the regimen of pleurer, and is preceded 
by the article la. 

485. When dont signifies lohose, and accordingly determines 
the sense of a substantive, that substantive must always be pre- 
ceded by the article ; and, if it is the regimen of a verb, it must 
be placed after the verb, instead of following the pronoun as it 
does in English, when we say : W^hose loss / do not cease to 
lament. 



Dont la perte me d^sole. 
AVhose loss grieves me 

486. If the substantive determined by dont is the subject of 
the verb, it occupies the same place 'as in English, but is still 
preceded by the article. 



Les lui /aire partager. 

In this phrase, lui is the indirect regimen oi faire -partager 
(89). It refers to mere, and signifies d elle, to her. 

487. The pronoun lui never refers to a feminine substantive 
except when it is an indirect regimen. 



342 TWENTY-SIXTH LESSON. 



Les lui faire partager, 

488. When several obj*ective pronouns precede a verb, le, la^ 
les are placed before lui and leur, and after me, te, se, nous, and 
vous. 



EXERCISES 

UPON THE GEAMMATICAL OBSEEYATIONS AND UPON THE RULES OF 
SYNTAX. 

1. Model : Je nourrissais. See Obs. 477. — I warned — I soft- 
ened — I accomplished — I diverted — I finished — I enjoyed — I 
languished — I obeyed — I perished — I filled — I reflected. 

2. Model : Un rang plus hrillant que le mien. See Obs. 4*78. 
— Thy friend and mine — Thy shop and mine — Thy arms and 
mine — Thy savings and mine — This child is mine- — This family 
is mine — These nets are mine — These pockets are mine. 

3. Model : Je desirais. See Obs. 479. — I worked — I found 
— I seemed — I shared — I wept — I spoke — I thought — I occu- 
pied — I obliged — I left — I threw — I hoped — I listened. 

4. Model : Que tu fdlevasses. See Obs. 480. — That thou 
mightest begin — That thou mightest listen — That thou mightest 
hope — That thou mightest throw — That thou mightest leave — 
That thou mightest oblige — That thou mightest occupy — That 
thou mightest forget. 

5. Model: FinL See Obs. 481. — Assailed — Freed — Warned 
— Softened — Accomplished — Furnished — Blackened — Obeyed — 
Perished — Departed — Felt — Served. 

6. Model : J'attendais. See Obs. 482. — I defended — I heard 
— I interrupted — I put — I pretended — I lost — I pursued — I 
promised — I answered — I rendered — I laughed — I followed — 
I sold. 

7. Model: Mon aise. Syntax, 483. — My aversion — Thy am- 
bition — His apathy — My education — Thy hope — His school — 
My study — Thy story — His hour — My idea — Thy influence — His 
invitation. 



T"\VE^rrY- SIXTH LESSOX. 3ti:3 

8. Model : A meme cZ'ex acquerir. Syntax, 484. — I have 
some — Have you any ? — He has not any — She brings some — 
They have not given any — Ask for some — Leave some — Put 
some. 

9. Model : Les lui faire partager. Syntax, 488. — He gives 
it to me — He leaves her to thee — You give it him — They restore 
her to us — We brins: them to you — We sold it to them. 



PHEASES FOE COMPOSITION 

TO BE TEAXSLATED ES'TO FEEXCH. 

1. I reflected little when I was young — 477. 

2. I did not obey [to] my masters — 477. 

3. But I diverted myself very much — 477. 

4. James is your friend, but he is not mine — 478. 

5. I love her children as if they were mine — 478. 

6. Your resources are greater than mine — 478. 

7. I employed [occupied] several workmen — 479. 

8. I often worked with them — 479. 

9. I listened to all their observations — 479. 

10. I wish [would] thou wouldst share my jDrovisions — 480. 

11. I would not have thee weep — 480. 

12. I would have thee forget thy sorrow — 480. 

13. Have you reflected on this project ? — -481. 

14. The father is not obeyed hy [of] all his children — 481. 

15. You have alleviated our position — 481. 

16. I was so giddy that I used to answer before I had [of to 
have] reflected — 482. 

17. I used to interrupt those who were speaking — 482. 

18. I used to promise things which I could not give — 482, 102. 

19. My ambition is great — 483. 

20. Thy observation is just — 483. 

21. His apathy will be fatal to him — 483. 

22. Dost thou accept my invitation ? — 483. 

23. Yes, I accept thy invitation — 483. 



344 TWENTY-SIXTH LESSON. 

24. His history will not be long — 483. 

25. If you want money, I have some at your service — 484. 

26. You are very kind [well good], but I do not want any 
—484. 

27. My fother has given me some — 484. 

28. The man, whose support you have promised me, is grave 
and austere — 485. 

29. I will not go with a man whose companions are madcaps 
—486. 

30. My friend, whose companions you do not like, is however 
a good fellow — 485. 

31.1 render justice to your friend, whose character I admire 
-—485. 

32. But I will not see his comrades, whose defects are great 
—486. 

33. When shall I speak to her ?— 487. 

34. What have you to say to her? — 487. 

35. She says that you never speak to her, that you forget her, 
and that you do not render her happy — 487. 

36. It seems to her that you do not love her — 487. 

37. These books are dear to him, because you gave [have 
given] them to him — 488. 

38. We shall not be ungrateful, you will tell them so — 
488, 224. 

39. You believe it, because he tells it to you — 488. 

40. They have my dictionary, and they do not return [render] 
it to me— 488. 

41. They wished to have that net; so my brother gave it to 
them— 488. 



TWENTY-SEVENTH LESSON. 84:5 

TWENTY-SEVENTH LESSON. 

FIRST DIVISION. PEACTICAL PAKT. 

TEXT. 

LITERAL TRANSLATION, 

Tiii§:t-septi^iiie le^on. 
^'ftuelqiie place que tu i-empiisses, je ne 

Whatever place filledst (subj.) 

doutais pa@ que tu lie repondisses si mon 

doubted answeredst (subj.) 

attente. Mon ills, me di^ais-je, aura les 

expectation said will have 

proiesseurs les plu§ disting^ues ; il s'ins- 

professors most distinguished will 

truira, devieiidra cel^fore, et me benira 

instruct will become celebrated will bless 

de lui avoir ouvert la carri^re de la vraie 

to him opened career 

^loire, de celle que I'oii tient de soi-meme 

glory holds one's self 

et noil de ses aieux. Mais, tu le §ais, des 

not one's ancestors knowest some 

personnel sur I'honneur desquelles je 

persons honor of whom 

croyais pouToir compter, trahirent ana 

believed to be able to rely betrayed 

coniiance de la mani^re la plu§ lionteuse 

trust in shameful 

et la plus infame. Je perdis subitement 

infamous lost suddenly 

le fruit de trente ans de travail." 

fruit years labor 

15-^ 



346 



TWENTY-SEVENTH LESSON. 



THE SAME IN GOOD ENGLISH. 

" Whatever place you might occupy, I did not doubt but you 
would realize my expectations. My son, thought I, will have the 
most eminent professors ; he will acquire learning, will become 
a celebrated man, and bless me for having pointed out to him the 
path of true glory ; that glory for which we are indebted to our- 
selves and not to our ancestors. But, you know, some persons, 
on whose honor I thought I might rely, betrayed my trust in 
the most shameful and infemous manner. I suddenly lost the 
fruit of thirty years' labor." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette lepon ? 

De quo.i Delatour ne doutait-il 

pas? 
Dites cela avec les expressions de 

Delatour. 

Pour parler encore comme Dela- 
tour, quels professeurs son fils 
aura-t-il ? 

Que fera-t-il avec I'assistance de 
ces professeurs ? 

Que deviendra-t-il ? 

Qui benira-t-il ? 

De quoi le benira-t-il ? 

Quelle est la vraie gloire ? 

Quelles etaient les personnes qui 
trahirent la confiance de Dela- 
tour? 

Que firent ces personnes ? 

De quelle mani^re trahirent-elles 
sa confiance ? 

Qu'est-ce que Delatour perdit su- 
bitement ? 



C'est la vingt-septi^me. 

II ne doutait pas que son fils ne 

repondit k son attente. 
" Quelque place que tu remplisses, 

je ne doutais pas que tu ne re- 

pondisses k mon attente." 
Les professeurs les jdIus distin- 

gues. 

II s'instruira. 

II deviendra celebre. 

II benira son p6re. 

De lui avoir ouvert la carri^re de 
la vraie gloire. 

Celle que Ton tient de soi-meme, 
et non de ses aieux. 

Des personnes sur Thonneur des- 
quelles il croyait pouvoir comp- 
ter. 

Elles trahirent sa confiance. 

De la maniere la plus honteuse et 
la plus infame. 

Le fruit de trente ans de travail. 



Perdit-il en plusieurs fois le fruit 

de son travail ? 
Savez-vous comment il le perdit ? 

Pendant combien de temps De- 
latour avait-il travaille, quand 
11 perdit ses epargnes ? 



TWENTY-SEVENTH LESSON. 347" 

iSTon ; il le perdit subitement. 



Oui; ce fut par la banqueroute 
de deux maisons de commerce 
Pendant trente ans. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE XrENED INTO EXGLISH. 

Je suis alle chez vous liier, mais 
vous n'y etiez pas. 

On me Fa dit. Je suis bien fache 
de ne pas m'y etre trouve. 

J'ai un projet dont je desire vous 
entretenir. 

Je suis a votre disposition. 

J'ai quelques epargnes que je vou- 
drais utiliser. 

C'est bien facile. 

Pas si facile que vous le croyez. 

Comment done cela ? 

Je ne voudrais pas m'exposer a 
per d re mon argent. 

Bien entecdu. 

Et cependant je voudrais en re- 
tirer le plus possible. 

Vous avez raison. 

Je ne veux pas faire de specula- 
tions, pares que je n'y entends 
rien. 

Mais alors, que comptez-vous 
faire ? 

Si je pla^ais mon argent dans une 
maison de commerce ? 

Vous feriez peut-etre bien. 

Connaissez-vous la maison Jac- 
ques, Guillaume et compagnie? 

J'en ai entendu parler. 



TO BE TUEXED IXTO FEEXCH. 

I called on you yesterday, but you 

■were not at home. 
So I heai'^. I am very sorry I 

was out. 
I have a project I wish to speak 

to you about, 
I am at your service. 
I have a few savings that I wish 

to make the best of. 
That is very easy. 
Not so easy as you think. 
How so ? 
I should not like to run the risk 

of losing my money. 
Of course. 

And yet I want to make it pro- 
duce as much as possible. 
You are right. 
I will not speculate, because I am 

unfit for- it. 

Well, then, what do you intend 

to do? 
Suppose I were to place my 

money in a commercial house ? 
PerMps you Avould do well. 
Do you know the firm of James, 

William and company ? 
I have heard of it. 



348 



TWENTY-SEVENTH LESSON. 



Est-elle bonne ? 

Je le crois. 

On me dit que si j'y place mon 

argent, il me rapportera de dix 

k doLize pour cent. 

Cela ne m'etonne pas. 

Que me conseillez-vous ? 

Je vous conseille de ne pas trop 

vous presser. 
Vous pensez done que la maison 

n'est pas sure ? 
Je ne dis pas cela. Mais je pren- 

drai des informations. 
Vous etes bien bon. 
Ou vous retrouverai-je ? 
Ou vous voudrez. Donnez-moi 

un rendez-vous. 
Eh bien, chez moi, demain, k deux 

heures. 
J'y serai. 



Is it solvent ? 
I believe it is. 
They tell me that if I place my 

money there, it will produce 

between ten and twelve per 

cent. 
I should not be surprised if it 

did. 
What do you advise me to do ? 
I advise you not to be too hasty. 

So, you think the house is not to 
be trusted ? 

I do not say that. But I will 
make some inquiries. 

You are very kind. 

AVhere shall I meet you again ? 

Where you please. Make an ap- 
pointment. 

Well, at my place, to-morrow, at 
two o'clock. 

I will be there. 



SECOND DIVISION. 



-THEOKETICAL PAKT. 



ANALYTICAL STUDY 

OF THE GEAMMATICAL PEOULIAEITIES IN THE TEXT.* 

Place is the radical oi placer, seen in the sixth lesson. 

Remplisses is the second person singular of the past tense of 
the subjunctive mood of remplir, seen in the seventeenth lesson. 

489. The second person singular of the past tense of the sub- 
junctive mood of verbs ending in ir in the infinitive, is formed 
by changing this termination into isses. It is similar to the 
same person of the present tense of the same mood. 

This remark however is not applicable to the verb sentir, given 
as an example in the 13th and 23d lessons; because this verb, 



* See note on 



282. 



TWENTY-SEVENTH LESSON. 349 

though regular in the past tense, is irregular in the present tense 
of the subjunctive. 

DouTAis is a form (479) of douter, seen in the seventeenth 
lesson. It has been said (360) that after this verb, used in the 
negative form, the particle ne precedes the next verb. 

REPONDissESiis the second person singular of the past tense of 
the subjunctive mood of repondre^ seen in the sixth lesson. 

490. The second person singular of the past tense of the sub- 
junctive mood of verbs ending in re in the infinitive, is formed by 
changing this termination into isses. 

• Examples have now been seen of the second person singular 
of this tense and mood in the three regular forms of conjugation, 
and the two auxiharies, in the following phrases : 

" Je desirais que tu felevAss-ES.^^ — 26th lesson. 

*' Quelque place que tu rempZissES." — 27th lesson. 

"Je ne doutais pas que tu ne repondiss'ES.''^ — 27th lesson. 

" Que tu en fusses VorgueilJ' — 26th lesson. 

" II fallait que tu eusses de rinstruction." — 26th lesson. 

Attente is feminine according to analogy (lo). It is pre- 
ceded by mon, instead of ma, because it begins with a vowel 
(483). 

DisAis-JE is the first person singular of the imperfect tense of 
dire, seen in the first lesson. 

Aura is the third person singular of the future tense of avoir. 
The whole of the future tense of this verb has now been seen : 
tPaurai, tu auras, il aura, nous aurons, vous aurez, ils auront. 

Professeur is one of the derivatives of professer, mentioned 
in the second lesson. 

DiSTiNGufe is the past participle, used adjectively, of the verb 
distinguer, to distinguish. 

Instruira is the third person singular of the future tense of 
instruire, mentioned in the twenty-sixth lesson as the radical of 
instruction. This verb is irregular, but its irregularity does not 
extend to the future tense. 

Deviendra is the third person singular of the future tense of 
devenir, seen in the twenty-iourth lesson. 

C^LfeBRE is an adjective which does not change in the fem- 
inine (6). 



350 TWENTY-SEVENTH LESSON. 

B^NiRA is the third person singular of the future tense of henir^ 
to bless. To bless for is rendered hj benir de. 

491. The third person singular of the future tense of verbs 
ending in ir in the infinitive mood, is formed by adding a to this 
termination (74, 311). 

Examples have now been seen of the third person singular of 
the future tense in the three regular forms of conjugation, and 
the two auxiliaries, in the following phrases : 

" Est-ce quit ne se corrigERk jamais V — 3d lesson. 

" Mon fils me beniRA.''^ — 27th lesson. 

"t7<? vous reponds que le poisson mordRkJ'' — 15th lesson. 

"iVe SERA-t-il pas tro}) tard P' — 20th lesson. 

^'- Mon Jils AURA les professeursy — 27th lesson. 

OuvERT is the past participle of the irregular verb ouvrir. 

Carriere is one of the derivatives of char^ mentioned in the 
sixteenth lesson. 

Gloire comes from the Latin gloria, glory (322). 

In l'on, the letter l is merely euphonic (497). 

TiENT is the third person singular of the present tense of the 
indicative mood of the irregular verb tenir, seen in the twentieth 
lesson, and mentioned in the third, as being the radical of obtenir. 

492. Soi, one''s self sometimes himself, herself itself is a per- 
sonal pronoun of the third person singular. It is of both genders 
and refers to things as well as to persons. It is generally used 
in an undetermined sense, as a correlative of an indefinite pro- 
noun, such as : On, one ; quiconque, whoever ; aucun, any one, 
etc. (65). 

Soi-Mi&ME has the same meaning as soi ; only it is more em- 
phatic (101). 

All the personal pronouns have now been seen, in the following 
phrases : * 

*' Je vous reponds — Vaurai ma ligner — 15th lesson. 

'"'- Je ME chargerai du painP — 16th lesson. 

'•^Venez avec moi demainr — 15th lesson. 

" Je veux que tu m^ecoutes^ — 24th lesson. 

A 

* The pronoun elle has been seen only in its plural form, elles, but the 
sense of the singular is clearly inferred from that of the plural. 



TWEXTT-SEYENTH LESSON. 351 

"«/^ veux que tii te rendes utile." — 24tli lesson. 

" Tout ce que fai fait pour toi." — 24th lesson. 

" II se desolait." — 3d lesson. 

"Foi/s LE savez^ — 1st lesson. 

" Comraent iMifaire entendre raisonV — 3d lesson. 

" Que son enf ant fut plus que lui." — 4th lesson. 

" Une chose indigne de lui." — 7th lesson. 

'■'-J'avais jini par les \j:i faire partagerT — 26th lesson. 

'•'■lis ne savaient pas la rendre^ — 13th lesson. 

" Celle que Von tient de soi." — 2'7th lesson. 

'■'■^ozs pensons que les proverbes sont vrais." — 1st lesson. 

"7?5 isozs, 'pcrlaient de choses ennuyeusesj' — 13th lesson. 

^^ Diver tissons-^ovsP — 14th lesson. 

" Vous le savezy — 1st lesson. 

"t/e vous reponds que le poisson mordra^ — 15th lesson. 

" Se persuader quhi.s le sont^ — 10th lesson. 

'''' Des marchands qui les connaissent^ — 16th lesson. 

'''■ Des gateaux que lex:r fourniront des marchands." — 16th 
lesson. 

'•^ Beaucoup d'entre kxjx Jinissent." — 10th lesson. 

" Elles firent banqueroute." — 6th lesson. 

" Quels que fussent ceux qui les faisaient." — 19th lesson. 

" lis voulaient que nous en sentissions les avantages et que 
nous Y trouvassions du plaisir." — 13th lesson. 

AiEux is the irregular plural of a'ieul. 

493. Aieul has two forms in the plural : aieuls and aieux. 
The first is used only for grandfathers. A'ieux signifies ancestors 
or forefathers. 

Tu SAis is the second person singular of the present tense of 
the indicative mood of savoir^ seen in the first lesson. 

Persgnxe has been mentioned in the eleventh lesson, as being 
the radical of personnage. As a substantive, J9ersaw?ie is always 
feminine, even when it is used to denote persons of the male sex. 
So, in speaking of a man, we should not say, Cest un excellent 
personne^ but, Cest une excellente personne, he is an excellent per- 
son. Personne is not always a substantive. It will be seen later 
as an indefinite pronoun, signifying nobody, anybody^ in which 
case it is always masculine and singular. 



352 TWENTY SEVENTH LESSON. 

HoNNEUR comes from the Latin honor^ honor. It is masculine, 
and has been overlooked in the list of exceptions to rule (95). 

Desquelles is formed of the compound article des and quelles, 
the plural feminine of quel (165). 

Je croyais is the first person singular of the imperfect tense 
of croire, mentioned in the sixth lesson. It is one of the verbs 
which govern the infinitive mood without a preposition (187). 

PouvoiR is an irregular verb, seen in the imperfect tense in 
the third lesson, and in the present tense in the nineteenth and 
twenty-fifth lessons. It is one of the verbs which govern the 
infinitive mood without a preposition (187). 

Compter comes from the Latin computare^ to reckon. It sig- 
nifies to county to reckon^ to calculate^ and to rely. 

Trahirent is a form (147) of the verb trahir, to betray. 

CoNFiANCE is derived from Jier, to trust (75, 23). 

HoNTEUSE is the feminine oi honteux (136). 

Infame is an adjective alike in the masculine and feminine (2). 

Je perdis is the first person singular of the past tense definite 
ofperdre, seen in the fourteenth lesson. 

494. The first person singular of the past tense definite of 
verbs ending in re in the infinitive mood, is formed by changing 
this termination into is. It is similar to the second person sin- 
gular of the same tense. 

SuBiTEMENT is dcrivcd from the adjective subit (31, 32), which 
comes from the Latin subitus, sudden. 

Fruit, from the Latin fructus, fruit, is a word alike in French 
and in English. 

An, from the Latin annus, year, is masculine according to 
analogy (14). 

Travail has been mentioned in the eleventh lesson, as being 
the radical of travailleur and travailler. The plural of this 
word, when it signifies labor or worJc, which is its usual accepta- 
tion, is travaux ; but when it means brake or trave, its plural is 
regular. 



TWENTY-SEVENTH LESSON. 353 

SYNTAX* 
Les professeurs les plus dhtingues. 

495. When an adjective, in tlie superlative degree, precedes 
the substantive, one article serves for both, as : Les plus celebres 
professeurs ; but when the adjective follows, the article must be 
repeated before it. 

In this example, distingu^s is placed after the substantive, be- 
cause it is a participle used adjectively (355). 



De la maniere la plus honteuse et la plus infdme. 

496. When there are several adjectives, the article is repeated 
each time%efore the words plus^ more ; moins, less ; mieux, better. 



Celle que I'on tient. 

497. The 1' before on is merely euphonic, and used after et, 
si, ou, que, and qui, to avoid the hiatus. It may however be 
omitted after que, this word being contracted into qu^ before a 
vowel. We might accordingly say Celle qu'on tient. 



Et non de ses a'ieux. 

498. Non is often used for not, instead of ne pas, particularly 
in elliptical phrases where the verb is not repeated, as in this in- 
stance : La gloire que Von tient de soi-meme et non de ses a'ieux, 
which stands for La gloire que Von tient de soi-meme et que Von 
NE tient PAS de ses a'ieux. 



Des jpersonnes sur Vhonneur des quelle S. 

Some persons on whose honor. 

499. Dont is never preceded by a preposition. Accordingly, 
when whose follows a preposition, it must be rendered by duquel, 

* Seo note on page 2S2. 



354: TWENTY-SEVENTH LESSON. 

de laquelle, desquels, or desquelles, iplsiced after the substantive 
in connection with whose. 



Je croyais pouvoir compter. 

500. Two verbs in the infinitive mood are often phiced in suc- 
cession, the second being the regimen of the first. 



Je perdis subitement le fruit. 

501. Contrary to the rule observed in Enghsh construction, 
the adverb is often placed between the verb and its regimen. 



EXERCISES 

UPOX THE GRAMMATICAL OBSERVATIONS AXD UP027 THE RULES OF 
SYNTAX. 

1. Model :^. Que tu rempUsses. See Obs. 489. — That thou 
mightest accomplish — That thou mightest sleep — That thou 
mightest finish — That thou mightest open — That thou mightest 
reflect. 

2. Model : Que tu repondisses. See Obs. 490. — That thou 
mightest wait — That thou mightest defend — That thou mightest 
lose — That thou mightest pursue — That thou mightest render — 
That thou mightest follow — That thou mightest sell. 

3. Model: II benira. See Obs. 491. — He will serve — He will 
feel — He will perish — He will obey — He will languish — He will 
furnish — He will sleep. 

4. Model : Ti tient. See Obs. 273. (See also tint in the 
twentieth lesson, page 270, line 29, and translate by venir^ tenir, 
and their derivatives, in the present tense.) — He comes — He 
agrees — He becomes — He attains — He prevents — He comes again 
— He remembers [himself] — He obtains — He contains — He de- 
tains — He entertains — He sustains — He maintains. 

5. Model : II deviendra. See Obs. 273. (See also tint^ as 



TWENTY- SEVENTH LESSON. 355 

above, and translate by venir, tenir, and their derivatives, in the 
future tense.) — He will come — He will agree — He will attain — 
He will prevent — He will come again — He will remember [him- 
self] — He will hold — He will obtain — He will contain — He will 
detain — He will entertain — He will sustain — He will maintain. 

6. Model : Soi. See Obs. 492.— To think but of [to] one's 
self — To have nothing of one's own [to one's self] — To rely on 
one's self — To be at home (l*??) — To study for one's self. 

7. Model : Je perdi's. See Obs. 494. — I waited — I defended 
— I heard — I pursued — I pretended — I answered — I rendered — 
I followed — I suspended — I sold. 

8. Model: JjES prof esseurs les plus distinffues. Syntax, 495, 
496. — (Place the adjectives after the substantive.) — The most at- 
tentive students — The longest lessons — The bravest and most 
ambitious men — The most frivolous and giddy person — The 
largest (biggest) and best fruits. 

9. Model : Je croyais pouvoir compter. Syntax, 500. — I 
believe I shall be able to come — He wishes to go and play — Do 
you think you can write ? 



PHRASES FOR COMPOSITION 

TO BE TRANSLATED IXTO FRENCH. 

1. Thy mother did not doubt but thou wouldst obey [to] 
her— 489. 

2. I did not doubt but thou wouldst succeed — 489. 

3. It was necessary for thee to sleep after thy labor — 48^. 

4. Thou wast sorry, though thou pretendedst the contrary 
—490. 

5. He was victorious, though thou defendedst thyself with 
courage — 490. 

6. He would be unorrateful, whatever service thou mig^htest 
render him — 490. 

7. That man is a false friend; he will betray you — 491. 

8. He will enjoy [of] the fruit of your labor — 491. 

9. Hov/ will that man feed his numerous children ? — 491. 



356 TWENTY-SEVENTH LESSON. 

10. One thinks of one's self before one thinks [of to think] of 
others — 492. 

11. One labors for one's self and for one's children — 492. 

12. No condition is mean in itself — 492. 

13. When I say his two grandfathers, I 7nean [will say] his 
father's father and his mother's father — 493. 

14. Our forefathers were not wiser than we — 493. 

1.5. I waited /o?- him two hours, but he did not come — 494. 
16. The other day, your friends asked [made] me several 
questions [to] which I answered — 494. 

1*7. They have had the most sublime courage — 495. 

18. You have ^iven [made] us the most flattering invitation 
—495. 

19. You have obtained the most decided [complete] approba- 
tion — 495. 

20. Your father is the best, the bravest, and most generous of 
men — 496. 

21. We shall hear the most distinguished and celebrated ar- 
tists— 496. 

22. One is ambitious if one loves glory — 497. 

23. One likes to know to whom one is speaking — 497. 

24. He asks /or money and not /or bread — 498. 

25. I have lost my fortune, but not my cheerfulness — 498. 

26. Is that man ambitious or not? — 498. 

27. There was a merchant before whose shop he often used to 
stop— 499. 

28. He has a good mother for whose happiness he spares no 
sacrifice [costs hira] — 499. 

29. Go with those gentlemen, in whose company you find so 
much pleasure — 499. 

30. I hope I shall be able to go with them — 500. 

31. 1 fancied [believed] I could understand their conversation 
—500. 

32. He loves his children too much — 501. 

33. He does not love his parents enough — 501. 

34. We have had a long conversation to-day — 501. 



TWENTY-EIGHTH LESSON. 357 

TWENTY-EIGHTH LESSON. 

FIKST DIVISION. PRACTICAL PAKT. 

TEXT. 

LITERAL TRANSLATIOIT. 

Tiii§^t-huiti^iue le^on. 
" Quaiid tu revins au domicile pateriiel, 

returnedst domicile paternal 

tu pretendis que tu n'etai§ pas Tait pour 

pretendedst wast made 

manier des outils. Tu iii'assuras que tu 

to handle tools assuredst 

reflecliissais aux moyens de tirer parti de 

reflectedst means to draw advantage 

tes hautes faculte^^ ; car tu pretendais etre 

high faculties pretendedst 

propre a tout, et personne n'etait luieui: 

proper nobody better 

dispose que moi a te croire. Tu finis par 

disposed to believe finishedst 

me demander du temps pour te decider 

to ask to decide 

sur le choix dUm ^tat. D'autres, a ma 

choice state (condition) 

place, auraient etc durs et s^v^res. Tu 

place would have been hard severe 

sais pourtant avec quelle indulgrence tu 

however what indulgence 

fits ^cout6. Tu ii'eus pas de peine si 

wast listened (to) hadet pain (difficulty) 



358 



TWENTY-EIGHTH LESSON. 



obteiiii* de ma tendrcsse les delais que tu 

tenderness delays 

souhaitais/' 

wishedst 



TEE SAME m GOOD EN-GLISH. 

" When you were again under the paternal roof, you said that 
you were not made to handle tools. You assured me that you 
were musing on the best way of employing your eminent facul- 
ties ; for you boasted of being fit for any thing, and no one was 
better disposed than I to believe you. At last, you begged I 
would grant you time to make up your mind as to the choice of 
a profession. Others, in my place, would have been harsh and 
severe. You know, however, with what indulgence you were 
listened to. You had no diflSculty to obtain from my fondness 
the delay you wished for." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette legon ? 

Quand Alexis pretendit-il qu'il 

n'etait pas fait pour manier des 

OQtils? 
Que pretendit-il, quand il revint 

au domicile paternel ? 
A quoi reilechissait-il, quand 11 

revint au domicile paternel ? 
En etes-vous sur ? 

A quoi pretendait-il 6tre propre ? 

Delatour etait-il dispose k le 
croire ? 

Pourquoi Alexis demanda-t-il du 
temps ? 

Que demanda-t-il, pour se deci- 
der sur le choix d'un etat ? 



C'est la vingt-huitieme. 
Quand il revint au domicile pa- 
ternel. 

Qu'il n'etait pas fait pour manier 

des outils. 
Aux moyens de tirer parti de ses 

hautes facultes. 
N"on. Mais il assura k son pere 

qu'il y reflechissait. 
A tout. 
Personne n'etait mieux dispose 

que lui a le croire. 
Pour se decider sur le choix d'un 

etat. 
n demanda du temps. 



TWENTY-EIGHTH LESSON. 



359 



Comment d'autres, a la place du 
pere, am-aient-ils ete ? 

Comment Alexis fiit-il ecoute ? 

Par qui fut-il ecoute avec indul- 
gence ? 

Qu'est-ce qu'il n'eut pas de peine 
a, obtenir de son pere ? 

Lui fut-il difficile d' obtenir les de- 
lais qu'il souhaitait ? 

Par quel sentiment son pere fut-il 
guide ? 



lis auraient ete durs et severes. 

Avec indulgence. 
Par son pere. 

Les delais qu'il soubaitait. 

ISTon. II n'eut pas de peine k les 

obtenir. 
Par la tendresse. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUEXED INTO EXGLISH. 

Yous avez I'air bien serieux. A 

quoi pensez-vous ? 
Je pense a aller en Prance. 
Quand vous proposez-vous d'y 

aller ? 
Aussitdt qu'il me ^era possible de 

me faire comprendre. 
Croyez-vous que ce sera bientot ? 
Mais, oui, Je I'esp^re. 
Vous etes plus avance que moi. 

Je ne sais pas. Mais je commence 

k trouver des mots avec plus 

de facilite. 
Je trouve qu'il est plus facile de 

parler que de comprendre. 
Moi aussi. 

Les Frangais parlent trop vite. 
Nous nous imaginons cela, parce 

que nous n'avons pas I'babitude 

de les entendre, 
lis ne parlent pas plus vite que 

nous. 
Ne trouvez-vous pas que notre 



TO BE TTJEIfED INTO FEENCH. 

You look very serious. What are 

you thinking about ? 
I am thinking of going to Prance. 
When do you purpose going 

thither ? 
As soon as I can make myself 

understood. 
Do you think it will be soon ? 
Why, yes, I hope it will. 
You are more advanced than I 

am. 
I don't know that. But I begin 

to find words with greater fa- 
cility. 
I find it more easy to speak than 

to understand. 
So do I. 

The Planch speak too fast. 
We imagine so, because we have 

not the habit of hearing them. 

They do not speak faster than 

we. 
Don't you find that our friend 



360 



TWENTY-EIGHTH LESSON. 



ami Jacques parle tres-distinc- 
tement ? 
Oui. J'entends tout ce qu'il dit. 

C'est qu'il a la complaisance de 
parler doucement. 

Si vous voulez, nous ferons en- 
semble le voyage de France. 

Avec le plus grand plaisir. 

Ce sera un voyage tres-agreable. 

Et tr^s-instructif en meme temps. 

Nous irons d'abord k Boulogne, 

ou nous passerons quelques 

jours. 
Est-ce que vous y avez des con- 

naissances ? 
Oui, j'y ai des amis qui nous fe- 

ront une bonne reception. 

De Ik nous nous rendrons a Paris 

en six ou sept heures. 
Ce sera charmant. Quand parti- 

rons-nous ? 
Dans quinze jours, si vous voulez. 
Je serai pret. 
Eh bien, c'est entendu. 



James speaks very distinctly ? 

Yes. I understand all that he 
says. 

It is because he has the kindness 
to speak slowly. 

If you are disposed, we will take 
our trip to France together. 

With the greatest pleasure. 

It will be a very agreeable jour- 
ney. 

And a very instructive one, at the 
same time. 

"VVe shall first go to Boulogne, 
where we shall spend a few 
days. 

Have you any acquaintances 
there ? 

Yes, I have some friends there, 
who will give us a good recep- 
tion. 

From there we shall reach Paris 
in six or seven hours. 

It will be charming. When shall 
we start ? 

In a fortnight, if you wiU. 

I shall be ready. 

Well, it is agreed on. 



SECOND DIVISION. THEOEETICAL PART. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PEOULIAEITIES IN THE TEXT.* 

TtJ KEVINS is the second person singular of the past tenso defi- 
nite of revenir, derived from venir (146), and irregular like its 
radical (273). 

Domicile, from the Latin domicilium, domicile, is masculine. 



* See note on page 282. 



TWENTY-EIGHTH LESSOX. 801 

502. § 1- Substantives ending in ile or yle are masculine. 
§ 2. The following words are feminine by exception, or rather 

follow the general rule (15) : A?yile, clay ; bile, bile ; Jile, row ; 
kuile, oil ; ile, island ; pile, pile ; sebile, wooden-bowl ; tuile, 
tile ; vigile, vigil. 

Paterxel is one of the derivatives oi pere, seen in the second 
lesson (217). 

Tu PRETENDis is the second person singular of the past tense 
/lefinite oi pretendre, already seen. 

503. The second person singular of the past tense definite of 
verbs ending in re in the infinitive mood is formed by changing 
this termination into is. It is similar to the first person singu- 
lar of the same tense (499). 

The whole of this tense in the verbs in re has now been seen : 
Je perdis, tu pretendis, il repondiT, nous vendhiES, vous rendhns, 
ils suspendiRBST. 

Etais is the second person singular of the imperfect tense of 
etre. 

The whole of the imperfect tense of this verb has now been 
seen : J^^tais, tu etais, il etait, nous etions, vous €tiez, ils etaient. 

Mazier is one of the derivatives of main, seen in the second 
lesson. 

OuTiL, tool, is masculine according to analogy (14). 

AssuRAS is the second person singular of the past tense definite 
(5f assurer, derived from sur, which has been seen in the sixteenth 
lesson. 

504. The second person singular of the past tense definite of 
verbs ending in er in the infinitive mood is formed by changing 
this termination into as. 

PtEFLfecHissAis is the second person singular of the imperfect 
tense of rejlechir, seen in the twenty-fourth lesson. 

505. The second person singular of the imperfect tense of 
verbs ending in ir in the infinitive mood is forrae^ by changing 
this termination into iss-ais. It is similar to the first person 
singular of the same tense (47*7). 

The whole of this tense in the verbs in ir has now been seen : 
Jc nowrrissAis, tu rejl eckissAis, il assoupissAiT, nous joerissiONS, 
vous langum%iY.z, ils re'unissAiENT. 

16 



362 TWENTY-EIGHTH LESSON. 

MoYEN. The feminine of mo?/c?2 is ??zoy<??z?2(? (184). 

TiRER has been mentioned in the seventh lesson as beinof the 
radical of retlrer. 

Parti is one of the derivatives of j^ar^, mentioned in the tenth 
lesson. 

Haut is derived from the Latin alius, high. It signifies high, 
and loud in speaking of sounds. 

Faculte is feminine (241). 

Pretendais is the second person singular of the imperfect tense 
oi 2?retendre, already seen. 

506. The second person singular of the imperfect tense of 
verbs ending in re in the infinitive mood is foi-med by changing 
this termination into ais. It is similar to the first person singu- 
lar of the same tense (482). 

The whole of this tense in the verbs in re has now been seen : 
fP attend A.is>, tu pretendAis, il etendxiT, 7ious entendio'^s, vous 
poursuiviEZ, Us repondAi^^T. 

Propre comes from the Latin proprius. This adjective has a 
variety of acceptations in French, the principal of which are, 
proper, Jit, own, right, and clean. 

507. Personne, as an indefinite pronoun, is always mascu- 
line, singular, and used without an article or any determinate 
word. With the negative ne it signifies no one, none, nobody. 
Without the negative, it corresponds to anij one or anybody. 

MiEux is one of the derivatives of meilleur, seen in the fiftli, 
lesson. It is the comparative and the superlative of bien, well, and 
signifies better or best ; while meilleur, which is rendered by the 
same words, is the comparative and the superlative of bon, good. 

Dispose is a form (52) of the verb disposer, one of the deriva- 
tives oi poser, mentioned in the twelfth lesson. 

Croire is an irregular verb, seen in the imperative mood in 
the twentieth lesson, in the present tense in the twenty-second, 
and in the imperfect tense in the twenty-seventh. 

Tu FINIS is* the second person singular of the past tense defi- 
nite oi finir, already seen. 

508. The second person singular of the past tense definite of 
verbs ending in ir in the infinitive mood is formed by changing 
this termination into is. It is similar : to the first person sin- 



TWEXTY-EIGHTH LESSON. 363- 

gular of the same tense ; to the first and second persons singular 
of the present tense of the indicative mood (325, 454) ; and to 
the second person singular of the imperative mood (460). 

Demander is the infinitive mood of demandait, seen in the 
eighteenth lesson. 

Decider comes from the Lafin decidere, to decide. 

Choix is derived from the verb choisi?-, to choose, and does 
not change in the plural (492). 

Etat is mascuhne according to analogy (14). 

AuRAiENT is the third person plural of the conditional mood 
of avoir. 

Ete is the past participle of eire. 

Examples have now been seen of the past participle in the three 
regular forms of conjugation, and the two auxiliaries, in the fol- 
lowing phrases : 

" On le voyait, Voeil animt.^'' — 2d lesson. 

''^J^avais Jim par les lui faire jpartager^ — 26th lesson. 

'"'• N^ous jouerons an cheval fondx: T — 19th lesson. 

'■'•D^autres auraient ete durs." — 28th lesson. 

" Le brave homme avail eu le tortj'' — 4th lesson. 

DuR comes from the Latin durus, hard. 

SEVERE, from the Latin severus, severe, is an adjective which 
does not change in the feminine (6). 

PouRTANT is formed of the two words pour and taiit, both of 
which have been seen. Its most literal translation is for so 
much, or for all that. It corresponds to however^ nevertheless, 
still, yet, and is a synonym of cependant, already seen. 

Quelle is the feminine oi quel (Vl). 

INDULGENCE is a word alike in French and in English (167). 

Fus is the second person singular of the past tense definite of 
etre. 

EcouTfe is a form (52) of the verb ^couter, seen in the sub- 
junctive mood in the twenty-fourth lesson. 

Eus is the second person singular of the past tense definite of 
avoir. 

Examples have been seen in this lesson of the second person 
singular of this tense in the three regular forms of conjugation, 
and the two auxiUaries, in the following phrases : 



364: TWENTY-EIGHTH LESSON. 

" Tu 7n^assur AS que tu refiechissais^ 

*' Tu finis par me demanderT 

" Tu pretendis que tu ii'^tais pas faitP 

" Tu Fus ecouUr 

" Tu yi'Eus pas de pelner 

Peine is feminine according to analogy (15). 

Tendresse is derived from the adjective tendre, tender (267, 
442). 

DfeLAi, from the Latin dilatio, delay, is masculine according to 
analogy (14). 

SouHAiTAis is the second person singular of the imperfect tense 
of souhaiter, derived from soukait, wish, a word of uncertain 
origin, 

509. The second person singular of the imperfect tense of 
verbs ending in er in the infinitive mood is formed by changing 
this termination into ais. It is similar to the first person sin- 
gular of the same tense (479). 



SYNTAX.* 

Personne n'Stait mieux dispose. 
Une personne ^tait mieux dispos^e. 

510. It has been seen (507) that personne, as an indefinite 
pronoun, signifying no one^ nobody^ any one, anybody, is always 
masculine and singular; and that personne (27th lesson), as a 
substantive, signifying person, is always feminine. Accordingly 
the participle which refers to the pronoun personne a^way?, yq- 
mains invariable, and the participle which refers to the substan- 
tive personne or personnes agrees with it in gender and number, 
in the cases determined by rules 63, 105, 354, and 398. 



jyautres auraient 6te durs. 
511, The participle ^t^ is always invariable. 

* See note on page 282. 



TWENTY-EIGHTH LESSON. 365 



EXERCISES 

rPON THE GEAilMATICAL 0BSEETATI0X3 AXD TFOX THE EULES OP 
SYXTAX. 

1. Model: Tu revins. See Obs. 2*78. (See also tint in the 
20th lesson, page 270, and translate by venir^ tenir, and their de- 
rivatives* in the past tense definite.) — Thou earnest — Thou didst 
agree — Thou becamest — Thou attain edst — Thou preventedst — 
Thou rememberedst [thyself] — Thou h eldest — Thou obtainedst 
— Thou containedst — Thou detainedst — Thou entertainedst — 
Thou sustainedst — Thou belongedst — Thou maintainedst. 

2. Model : Tu pretendis. See Obs. 503. Thou waitedst— 
Thou foughtest — Thou defendedst — Thou "didst hear — Thou didst 
interrupt — Thou didst bite — Thou didst lose — Thou didst an- 
swer — Thou didst render — Thou didst follow — Thou didst sell. 

3. Model : Tu assuras. See Obs. 504. — Thou didst love — 
Thou didst arrive — Thou didst accept — Thou didst decide — Thou 
didst dispose — Thou didst listen — Thou didst taste — Thou didst 
throw — Thou didst leave — Thou didst occupy — Thou didst share. 

4. Model : Tu rejlechissais. See Obs. 505. — Thou wast fin- 
ishing — Thou wast languishing — Thou wast obeying — Thou wast 
filling — Thou wast betraying. 

5. Model : Tu pre tend ais. See Obs. 506. — Thou wast wait- 
ing — Thou wast defending — Thou was hearing — Thou wast put- 
ting — Thou wast losing — Thou wast pursuing — Thou wast 
answering — Thou wast selling. 

G. Model : Tu finis. See Obs. 508. — Thou didst accomplish 
— Thou didst soften — Thou didst sleep — Thou didst furnish — 
Thou didst enjoy — Thou didst open — Thou didst depart — Thou 
didst reflect— Thou didst fill. 

7. Model : Tu soukaitais. See Obs. 509. — Thou wast work- 
ing — Thou wast finding — Thou wast turning — Thou wast seem- 
ing — Thou wast dreaming — Thou wast rewarding — Thou wast 
looking — Thou wast sharing — Thou wast talking. 



* Oo pp. 30 and 191. 



366 TWENTY-SIGHTn LESSON. 

PHRASES FOR COMPOSITION 

TO BE TRANSLATED INTO FRENOH. 

1. Do you like the style of this poet ? — 502. 

2. What didst thou answer, when he had finished ? — 503. 

3. On that day [there] thou didst lose all thy money — 503. 

4. Defend me as thou didst defend thy comrade — 503. 

5. One day thou didst share thy bread with the poor — 504. 

6. Thou didst occupy an important place — 504. 

Y. "Why didst thou not work on that day [there] ? — 504. 

8. Thou didst not obey [to] thy parents, when thou wast 
young — 505. 

9. Thou wast finishing thy task when we arrived — 505. 

10. I knew that thou wast waiting for me — 506. 

11. He would be sorry if thou shouldst interrupt him — 506. 

12. I thought that thou wast losing money by this transac- 
tion— 506. 

13. Thou knowest that better than any one — 507. 

14. We arrived without having met anybody — 507. 

15. He saw nobody, and nobody saw him — 507. 

16. There is nobody in the house — 507. 

17. I am sure that thou didst sleep well the following night 
—508. 

18. Why wast thou weeping this morning ? — 509. 

19. What wast thou thinking of? — 509, 445. 

20. What wast thou looking at? — 509. 

21. Nobody was invited, but the persons who arrived were well 
received — 510. 

22. Nobody has been forgotten — 510, 511. 

23. Several persons have been forgotten— 510, 511. 

24. There is one person who has been forgotten — 510, 511. 



TWENTY-NINTH LESSON. 367 



TWENTY-NINTH LESSON. 

FIEST DIVISION. PRACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Tiii§-t-iieiivi^iiie le^on. 
" Quaiad clone te decideras-tw ? I§i tu 

thyself wilt decide 

aTaisf du ccEur, tit ne soulTrirais pas que 

hadst heart (spirit) wouldst suffer 

ton p^re epni§at poitr te faire vivre ce 

exhausted (subj.) to live 

qui lui reste dc vi^ueur et de §ante. Tu 

to him remains vigor health 

t'eBnpresserais au contraire de le soulagrer 

wouldst hasten contrary to relieve 

dasis tous les details de ses travaux. Tu 

particulars labors 

la'attendrais pas qu'il t'en priat. Tu 

wouldst wait till of it prayed (subj.) 

serais heureux de dimiiiuer ses fatigues 

wouldst be happy to diminish fatigues 

eu en prenant ta part. finllu, tu 

in (by) of them taking share 

aurais besoin de V aequitter de ce que 

wouldst have want thyself to acquit 

tu lui dois. Ailons, aie de la lermet^, 

to him owest Let us go (come) have firmness 



368 



TWENTY-NINTH LESSON. 



de^oiirdi^ - tot, ct §>ois uion soufien, 

remove numbness from be support 

au lieu d'etre iiwe ehaa'^e pour moi.'' 

instead burdeu 



TITE SAME IX GOOD EXGLISH. 

"But when will you have made up your mind ? If you were 
a lad of any spirit, you would not suffer your father to exhaust 
the remainder of his health and vigor to sustain you. You would 
on the contrary have at heart to relieve him in the different 
branches of his business. You would not wait for his asking. 
You would be happy to lessen his fatigues by taking your share 
of them. In short, you would feel that you ought to repay the 
obligations you are under to him. Come, a little resolution, stir 
yourself, and be my support, instead of being a burden to me." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette leQon ? 

Par quelle question cette legon 

commence-t-elle ? 
A qui cette question est-elle faite ? 
Par qui est-elle faite ? 
Si Alexis avait du coeur, qu'est-ce 

qu'il ne souffrirait pas ? 

En quoi s'empresserait-il de sou- 
lager son pere ? 
Que s'empresserait-il de faire ? 



Que n'attendrait-il pas ? 

Que serait-il heureux de faire ? 



C'est la vingt-neuvi^me. 
Quand done te decideras-tu ? 

A Alexis. 

Par son p6re. 

Que son pere epuis^t pour le 

faire vivre ce qui lui reste de 

vigueur et de sante. 
Dans tous les details de ses tra- 

vaux. 
II s'empresserait de soulager son 

pere dans tous les details de 

ses travaux. 
II n'attendrait pas que son p^re 

Ten priat. 
De diininuer les fatigues de son 
1 pere. 



Comment dimiimerait-il les fati- 
gues de son pere 1 
Quel besoin a-t-on quand on doit 

qnelque chose et qu'on a du 

coeur ? 
De quoi Alexis aurait-il besoin, 

s'il avait du coeur ? 
Pour qui Alexis etait-il une 

charge ? 
Un fils doit il eti'e une charge 

pour son pere ? 
Par quelles exhortations le j^ere 

finit-il ? 



TWENTY-NINTH LESSON. 369 

En en prenant sa part. 
On a besoin de s'acquitter. 



De s'acquitter de ce qu'il doit k 

son pere. 
Pour son pere. 

Non. Il doit etre son soutien. 

" Allons, aie de la fermete, de- 
gourdis-toi, et sois mon soutien, 
au lieu d'etre une charge pour 
moi." 



SENTIENCES FOR ORAL TRANSLATION. 



TO BE TIIEXED INTO ENGLISH. 

Quelle heure est-il ? 

II est quatre heures et demie. 

Nos amis arrivent a cinq^heures, 

n'est-ce pas ? 
Oui, et vous savez qu'ils sont 

tres-ponctuels. 
Que ferons-nous en attendant ? 

Ce que vous voudrez. 

Voulez-vous fah-e une petite pro- 
menade ? 

Nous n'en aurions pas le temps ; 
il est trop tard, 

Jouons a quelque jeu. 

A quel jeu voulez-vous jouer ? 

Je n'en sais rien. 

Voulez-vous un livre ? 

11 n'y en a pas. 

En voici un. 

Je n'en veux pas. 

Ponrquoi b^illez-vous ? 



TO BE TUENED INTO FEENOH. 

What o'clock is it ? 
It is half past four. 
Our friends arrive at five o'clock, 

don't they ? 
Yes, and you know they are very 

punctual. 
What shall we do in the mean 

time? 
What you please. 
Will you take a little walk ? 

We should not have time ; it is 

too late. 
Let us play at some game. 
At what game will you play ? 
I don't know. 
Will you have a book ? 
There are none. 
Here is one. 
Thank you, not for me. 
Why do you yawn ? 



16* 



370 



TWENTY-NINTH LESSON. 



O'est que je suis assoupi. 

Mais d'oiL cela vient-il ? 

C'est ce livre qui me fait bailler. 

II s'y trouve une Ij^stoire en- 
nuyeuse. 

Quelle histoire ? 

Celle d' Alexis Delatour. 

Qu'est-ce que c'est qu' Alexis De- 
latour ? 

O'est un paresseux. 

Que fait-il ? 

II ne fait rien, 

Un de ses amis lui fait un sermon. 

II le prie de le laisser tranquille. 
Son pere lui fait un autre sermon. 

Cette histoire est-elle longue ? 

Elle n'en finit pas. 

II .est cinq heures. 

Nos amis ne sont pas loin. 

Allons a leur rencontre.. 



Because I am drowsy. 

But what makes you so ? 

It is that book which makes me 

yawn. 
It contains a tedious story. 

What story ? 

That of Alexis Delatour. 

Who is Alexis Delatour ? 

He is a lazy fellow. 

What does he do ? 

He does nothing. 

One of his friends reads him a 
lecture. 

He begs him to let him alone. 

His father reads him another lec- 
ture? 

Is the story a long one ? 

It is endless. 

It is five o'clock. 

Our friends are not far off. 

Let us go and meet them. 



SECOND DIVISION. THEOKETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PEOULIAEITIES IN THE TEXT.* 

DficiDERAs is the second person singular of the future tense of 
decider, seen in the twenty-eighth lesson. 

512. The second person singular of the future tense of verbs 
ending in er in the infinitive mood is formed by adding as to 
this termination (463, 466). 

Examples have now been seen of the second person singular 



* See note on page 282. 



TWEXTY-XIXTH LESSON. 3Y1 

of the future tense, iu the three regular forms of conjugation, 
and the two auxiharies, in the following phrases : 

" Quand done te decidERAs-tu .^" — 29th lesson. 

"iV^e te repentiRAZ-tu pas alors?" — 25th lesson. 

" Comment te defendRAS-tu P^ — 2oth lesson. 

" Quand tic seras oblige.'^ — 25th lesson. 

" Quelles ressources AxjRAS-tuP^ — 2oth lesson. 

Tu AVAis is the second person singular of the imperfect tense 
of avoir. 

The whole of this tense of the verb avoir has now been seen : 
J^avais, iu avais, il avait, nous avions^ vous aviez, ils avaient. 

CcEUR means literally heart ; but it is often used in the figura- 
tive sense of courage or spirit. 

SouFFRiRAis is the second person singular of the conditional 
mood of sovffrir, to bear, to suffer. This verb is irregular in 
some of its tenses, but not in the conditional mood. 

513. The second person singular of the conditional mood of 
verbs ending in ir in the infinitive is formed by adding ais to 
this termination. It is similar to the first person singular of the 
same mood. 

Epl'isat is a form (124) of the verb epuiser, derived from 
puiser (363), to draw (from a well, etc.). The radical word is 
puits^ well, which comes from the Latin puteus. 

VivRE is one of the derivatives of vie^ seen in the twentieth 
lesson. It is an irregular verb. 

Reste is a form (22) of the verb rester, which has been men- 
tioned in the eighth lesson as being the radical of arreter. 

ViGUEUR is of the feminine gender (95). 

Sante is derived from sain^ sound, healthy, wholesome, which 
comes from the Latin sanus, sound. It is feminine (241). 

Tu t'empresserais is the second person singular of the con- 
ditional mood of s'empresser, to be ardent, to be eager, to hasten, 
which is always pronominal (364). It is one of the verbs which 
govern the infinitive mood with either d or de (190). 

514. The second person singular of the conditional mood of 
verbs ending in er in the infinitive is formed by adding ais to 
this termination. It is similar to the first person singular of the 
same mood (513). 



372 TWENTY-NINTH LESSON. 

In empresser, the syllable em is a prefix used for en. 

515. § 1. En, seen as a preposition (183) and as a pronoun 
(268), is also used as a prefix or an inseparable particle, almost 
identical with in, when in is not negative (234). It serves to 
form verbs, some of which are nearly the same in both languages, 
as : Unchamer, to enchain, from chaUic, chain ; encourager, to 
encourage, from courage^ etc. 

§ 2. En becomes em before h, m, and p, as : Emhaller, to 
embale, to pack up ; emharqner, to embark ; emmeler, to entan- 
gle, from tneler, to mix*; emjjiler, to pile up, from pile, pile, etc. 

§ 3. It is sometimes redundant, or at least used when no cor- 
responding syllable is added in English, as in : JEndommager, to 
damage, from dommage, damage ; empoisonner, to poison, from 
poison, poison, etc. 

CoNTRAiRE is ouc of tlic derivatives of contre, mentioned in the 
twentieth lesson (252). 

SouLAGER, to relieve, is a verb of the first conjugation (121). 

Detail is masculine according to analogy (14). 

Travaux is the irregular plural of travail, seen in the twenty ■ 
seventh lesson. 

516. The following substantives, ending in ail, form thdr 
plural by changing this termination into aux : Bail, lease ; corail, 
coral ; email, enamel ; plumail, feather-broom ; soupirail, air- 
hole ; travail^ labor ; vantail, folding-door ; veniail, ventail. The 
other substantives in ail form their plural regularly, like detail, 
details. 

Attendrais is the second person singular of the conditional 
mood of attendre, already seen. 

517. The second person singular of the conditional mood of 
verbs ending in re in the infinitive is formed by changing the 
final e into ais. It is similar to the first person singular of the 
same mood (513, 514). 

Priat is a form (124) of the v erh prier, to pray. 

Tu serais is the second person singular of the conditional mood 
of etre. 

Heureux is the masculine of keureuse (142), seen in the 
twenty-first lesson. 

DiMiNiTER is a verb of the first conjugation (121, 250), 



TWENTY-NINTH LESSON. 373 

Fatigue comes from the Latin fatigare, to weary. The cor- 
responding verb \?>fatiguer (303). 

Prena^:t is the present participle of the irregular verb prendre, 
ab-eady seen. 

Part has been mentioned in the tenth lesson, as being the rad- 
ical oi plupart. It is feminine by exception (14). 

Tr AURAis is the second person singular of the conditional 
mood of avoir. 

Examples have been seen in this lesson of the second person 
singular of the conditional mood in the three regular forms of 
conjugation, and the two auxiliaries, in the following phrases : 

" Tu fempreas'E.RMS, de le soulagerP 

" Tu ne souffriRXis pas que ton pere" etc. 

" Tu n'' attend rxis 2^as qu''il fen pridt." 

" Tu SERAIS heureuxP 

" Tu AURAIS hesoin de fac quitter. ^^' 

Besoin comes from the Itahan bisogno, want. Avoir hesoin 
corresponds to the English verb to want or to need. 

AcQUiTTER is derived from the adjective quitte (148), quit, 
free, clear, which comes from the Latin quietus, quiet. 

Dois is the second person singular of the present tense of the 
indicative mood of devoir, signifying to owe, and corresponding 
besides to ought, must, and should. This'verb is irregular (117). 

Allons is the ^rst person plural of the imperative mood of 
alter, already seen. 

518. The first person plural of the imperative mood of verbs 
ending in er in the infinitive is formed by changing this ter- 
mination into ons. It is similar to the same person of the pres- 
ent tense of the indicative mood (28, 290, 293). 

The whole of this mood in the verbs in er has now been seen : 
ParlE, alloss, depechEZ (465). 

AiE is the second person singular of the imperative mood of 
avoir. 

The whole of this mood in the verb avoir has now been seen : 
Aie, ayons, ayez. 

Fermete is derived from the adjective /e?T/i^, firm, which comes 
from the Latin jirmus. It is feminine (241). 

D^GouRDis is the second person singular of the imperative 



374 TWENTY-NINTH LESSON. 

mood of degourdir (460, 454). Engourdir is to benumb (257, 
506), and degourdir^ to remove numbness. 

519. § 1. D^ is an inseparable particle, often negative like 
dis (250), but sometimes having the sense of the preposition 
de^ from, and denoting extraction or removing, as : Deboiirser^ 
to disburse, from bourse, purse ; dHourner, to turn away, to draw 
aside, from tourner, to turn ; etc. 

§ 2. It becomes d^s before a vowel, as in desagreable, dis- 
agreeable ; desobstnier, to clear from obstruction. 

The whole of the imperative mood in the verbs in ir has now 
been seen : Degourdis, divertissoi^s, garnissEZ (465). 

Sois is the second person singular of the imperative mood of 
etre. 

Examples have now been seen of the second person singular of 
the imperativ^e mood, in the three regular forms of conjugation, 
and the two auxiliaries, in the following phrases : 

"^ quoi penses-tu ? ParlE^ — 25th lesson. 

" Degourdis-toV — 29th lesson. 

^^ M^ponds. JVe te repentiras-tu pas P^ — 2oth lesson. 

" Sois mon soutieny — 29th lesson. 

"AiE de la fermeur — 29th lesson. 

SouTiEN is one of the derivatives of tenir, mentioned in the 
third lesson. 

Lieu, place, stead, comes from the Latin locus, place. Au lieu 
de corresponds to instead of, and au lieu que, to whereas or 
whilst ; that is to say, the first is a preposition and the latter a 
conjunction. 

Charge is one of the derivatives of char, mentioned in the 
sixteenth lesson. 



SYNTAX.* * 

Tu serais heureux de diminuer. 

520. Adjectives, as well as verbs, are often followed by certain 
prepositions, the use of which cannot always be determined by 

* See note on page 282. 



TWENTY-NINTH LESSON. 



875 



rules. The following list comprises the most of such adjectives, 
with the prepositions they govern. 



Absent de, absent from (iu speaking of 
places, not of persons). 

Accessible d. accessible to. 

Accoutume d, accustomed to. 

AdMrent d, adherent to. 

Adroit d, dexterous in. 

Arable d, enters, affable to. 

Agreable d, agreeable to. 

Aise de, glad of, at. 

Ala) mant pour, alarming to. 

Ambitieux de, ambitious of. 

Amoureux de, enamored of, in love with. 

Analogue d, analogous to. 

Anterieicr a, prior to. 

Applicable d, applicable to. 

Apre d, eager for. 

Ardent d, ardent for. 

Assidu d, assiduous in, to— aupris de, to. 

Attentifd, attentive to, intent on, mindful 
o£ 

Aveugle sur, blind to. 

Avide de, greedy of, eager for. 

Capable de, capable of, to. 

Cher a, dear to. 

Civil envers, d Vegard de, civil to. 

Commun d, atec, common to. 

Comparable d, avec, comparable ^o. 

Compatible avec, compatible with. 

Complice de, accessory to, instrumental in. 

Conforme d, consonant to, with ; conforma- 
ble to. 

Connu de, known to. 

Consolant pjour, consolatory to. 

CouKtant dans, en, constant to. 

Content de, pleased with, to ; glad of, to. 

Contigu d, contiguous to. 

Contraire d, contrary to ; averse to, from. 

Convenable a, suitable to, for. 

Coupable de, guilty of. 

Cruel d, envers, cruel to. 

Curieux de, curious of, after, to — e7i, in. 

Dangereux pour (before substentives and 
pronouns), dangerous to — d (before the 
infinitive mood), to. 

Dedaigneux de, disdainful of, to. 

Deiagrealile a, disagreeable to. 

Desireux de, desirous of, to ; anxious for, 
to. 

Depourxu de, destitute o£ 

Different de, different from. 

Difficile d, difficult to. 

Dlgne de, worthy of, to. 

Docile d, docile to. 



Dur d, hard to. 

Egal d, equal to, with. 

Enclin d, prone to. 

Endurci a, contre, dans, hardened to ; in- 
ured to ; callous to. 

Envieux de, envious of, at. 

Equivalent d, equivalent to. 

Etranger en,' dans, d, foreign to, from; 
alienate from. 

Esclave de, slave to. 

Exact d, exact in, to. 

Exempt de, exempt, free from. 

Expert en, expert in, at. ^ 

Fdche de, sorry for, to ; angry Sit—contm, 
angry with. 

Facile d, easy to. 

Faible de, en, deficient in. 

Fumeux par, famous for — dans, en, re- 
nowned in. 

Familier avec, d, familiar with, to. 

Favorable d, favorable to. 

Fecond en, pregnant with, fruitful in. 

Fertile en, fertile in. 

Fidele d, faithful to; true to. 

Fier de, proud of, to. 

Formidable d, formidable to. 

Fort en, de, strong by — e7i, sur, d. skilled 
in. 

Foit de, mad after, for ; doting on. 

Funeste d, fatal to. 

Furieux de, enraged at. 

Glorieux de, proud of, to. 

Gros de, big with ; full of. 

Habile d, en, dans, skilful, clever in, at, to. 

Heureux d, en, dans, happy at — de, to. 

Honteux de, ashamed of, to. 

Idoldtre de, doting on. 

Ignorant en, sur, de, ignorant in, of. 

Impatient de, impatient at, for, of, under, 
to. 

Impenetrable d, impenetrable to. 

Importun d, importunate, troublesome to. 

Inabordable d, inaccessible to. 

Inaccessible d, inaccessible to. 

Incapable de, incapable of, unable to. 

Incertain de, uncertain of, to. 

Incommode d. Inconvenient to. 

Incompatible avec, incompatible with. 

Inconcevable d,pour, inconceivable to. 

Inconciliable avec, irreconcilable to, with. 

Inconnu d, unknown to. 

Inconsolable de, inconsolable for. 

Independant de, independent of, on. 



3Y6 



TWENTY-NINTH LESSON. 



Indigne de, unworthy of, to. 

Indocile d, indocile to. 

Indulgent d, pour, envers, indulgent to. 

Jnebranlahle d, contre, dans, immovable, 
steadfast in. 

Jnexovahle d, inexorable to. 

JnexplicaJjle d, unaccountable to. 

Infittigahle d, indefatigable in. 

Inferieur d, en, inferior to, in. 

Infidele d, unfiiithful to. 

Jngenieux pour, d, ingenious in, to. 

Jngrat envers, ungrateful to — d, ungrate- 
ful for, unprofitable for. 

Injurieux d, pour, injurious to, hurtful 
to, insulting to. 

Inquiet de, sur, anxious for, about; un- 
easy at, about, to. 

^Wiatlnhle de, insatiable in. 

Insensible d, insensible of, to. 

Inseparable de, inseparable from. 

Insolent avec, insolent to. 

Insouciant de, careless of. 

Invincible d, invincible, not to be van- 
quished by. 

InvMble d, pour, invisible to. 

Invulnerable d, invulnerable to. 

Issu de, descended from. 

Ivre de, intoxicated with. 

tld/oux de, jealous of, to. 

Justiciable de, amenable to. 

Las de, weary of, to. 

Lent dans (before subst), d (before verbs), 
slow in. 

Libre de, free from, at liberty to. 

Liberal de, envers, liberal of, to, towards. 

Mecontent de, dissatisfied with. 

Menager de, sparing of, careful of. 

Misericord ieux envers, merciful to. 

Necessaire d, pour (before subst.), neces- 
sary to, for—pour (before verbs), neces- 
sary to. 

Nuisible d, hurtful to. 
Obeissant d, obedient to. 
Odieux d, odious to. 



Officieux envers, officious to. 

Orgueilleux de, proud of, to. 

Paresseux d, slow in. 

Particulier d, peculiar to. 

Patient dans, d regard de, patient of, 

with. 
Penible d, painful to. 
Plein de, full of. 
Precieum d, precious to. 
Preferable d, preferable to. 
Prct d, ready for, to. 
Prodigue de, en, envers, prodigal of, to. 
Profitable d, profitable to. 
Prompt d, prompt to, ready to. 
Propice d, propitious to. 
Propre d, proper for, to; fit for, to ; suited 

to. 
Rebelle d, rebellious to. 
Reconnaissant de, grateful for— d, envers, 

grateful to. 
Eedevable de, indebted for— d, indebted to. 
Redoutable d, redoubtable to. 
Respectable par, d, respectable on account 

of, to. 
Responsable de, d, envers, accountable 

for, to. 
Riche en, de, rich in. 
Semblable d, similar to. 
Sensible d, sensible of, to. 
Severe pour, envers, d Vegard de, severe 

to. 
Soigneux de, careful of, for, to. 
Sourd d, deaf to. 
Sujet d, subject to ; liable to. 
Supportable d. supportable to, for. 
Silr de, sure of, to. 
Surpris de, surprised at, to. 

Tributaire de, tributary to. 

Utile d, useful for, to. 

Verse dans, conversant in, with, about. 

Victorteux de, victorious over. 

Vide de, void of, destitute of. 

V'fd, quick in, to. 

Voisin de, neighboring to ; bordering on. 



I 



An example will be seen in the next lesson, showing when the 
preposition that follows an adjective is determined by a rule. 



En en prenant ta part. 

The word e?2, which is repeated in this phrase, has two differ- 
ent meanings. The first time it is a preposition, corresponding 



TWENTY-NINTH LESSON. 377 

to hy. The second time, it is a pronoun, signifying of them, and 
already explained (268). 

521. The preposition by, used in English before the present 
participle, to denote the means or the manner of doing any thing, 
is rendered in French by en. 



EXEECISES 

. UPOX THE GEAiniATICAL OBSEEYATIOXS AXD TPON THE EXILES OF 

SYNTAX. 

1. Model: Tu decideras. See Obs. 512. — Thou wilt blame 
• — Thou wilt cease — Thou Avilt diminish — Thou wnt ask — Thou 
■wilt throw — Thou wilt occupy, 

2. Model : Tu souffrirais. See Obs. 513. — Thou wouldst 
sleep — Thou wouldst finish — Thou wouldst languish — Thou 
wouldst obey — Thou wouldst open — Thou wouldst serve, 

3. Model: Tu fempresserais. See Obs, 514. — Thou wouldst 
stop [thyself] — Thou wouldst admire thyself — Thou wouldst 
amuse thyself — Thou wouldst acquit thyself — Thou wouldst 
blame thyself — Thou wouldst give thyself — Thou wouldst throw 
thyself. 

4. Model: Tii attendrais. See Obs. 51*7. — Thou wouldst 
learn — Thou wouldst drink — Thou wouldst understand — Thou 
wouldst know — Thou wouldst believe — Thou wouldst say — Thou 
wouldst write — Thou wouldst instruct — Thou wouldst take — 
Thou wouldst please — Thou wouldst live. 

5. Model : Allons. See Obs, 518, — Let us work — Let us find 
— Let us remain — Let us reward — Let us look — Let us weep — 
Let us speak — Let us pass — Let us pronounce — Let us forget. 

6. Model : Heureux de. Syntax, 520. — Ambitious of glory 
— Agreeable to the victor — Attentive to the lesson — Dear to his 
parents — Ashamed of his faults — Happy to see you — Ungrateful 
to their father — Free from all constraint — At liberty to speak — 
Necessary to your friends — Necessary to know — Ready to speak. 



378 TWENTY-NINTH LESSON. 



PHRASES FOR COMPOSITION 

TO BE TEANSLATED IXTO FRENCH. 

1. Thou wilt pass before the shop, but thou wilt not stop 
[thyself J— 512. 

2. If thou seest thy comrade, thou wilt call him — 512. 

3. If thou hadst children, how wouldst thou feed them ? — 513. 

4. Thou wouldst sleep better, if thou exercisedst thy arms 
—513. 

5. Wouldst thou jyay [acquit thyself], if thou hadst money ? 
—514. 

6. How wouldst thou dispose of thy money ? — 514. 
v. EncoiM^ge your workmen by your example — 515. 

8. He pockets his money — 515. 

9. Why wouldst thou not write to thy mother? — 51 7. 

10. Thou wouldst understand, if thou wast attentive — 517. 

11. Let us eat some bread and meat — 518. 

12. Let us play at leap-frog — 518. 

13. The one undoes what the other does — 519. 

14. Have we said any thing- that displeases you ? — 519. 

15. My books are not in [at] their place ; you have displaced 
them— 519. 

16. Is that child able to understand us ? — 520. 

17. Are you ready to answer me ? — 520. 

18. You are at liberty to say what you think — 520. 

19. By rewarding your children, you will render them atten- 
tive— 521. 

20. It is not by weeping that you will free yourselves from op- 
pression — 521. 

21. Give an [the] example of moderation, by forgetting our 
offense [wrongs] — 5 2 1 . 



THIRTIETH LESSON. 379 



THIRTIETH LESSON. 

FIEST DIVISION. PEACTICAL PAKT. 

TEXT. 

LITERAL TRANSLATION, 

Thirtieth 

Mais Alexis restait soaird a. ces exliorta- 

remained deaf exhorta- 

tions. '' ]?I©ii p^re," se disait-il, '^ est en 

tions to himself 

ceci comnie toutes les vieilles §^ens, qui me 

this hke old people 

Teulent pas qti'oii se diiertisse, parce 

will • one's self divert (snbj.) 

que rien ne les distrait, et qii'Il lent* est 

distracts to them 

difficile de comprendre wne mani^re de 

difficult to understand 

Toir differente de | la leor. | II s'etonne 

difterent theirs wondern 

que je sois comine tous les jeunes geais. 

be 

11 ne se plaindrait pas tant s'il etait 

would complain so much 

moins a§^e. II sentirait lui-nieene le toe- 
aged would feel 

soin de distractions, et n'exigrerait pas 

distractions would require 

que je Tusse plus ran^e qu'il ne I'a peut- 

were (subj.) sedate 



380 THIRTIETH LESSON. 

etre et€ autrefois. II se pent Qu'il ait 

formerly It may (be) have (snbj.) 

raison an ibiid, qtioiqu'il poiisse trop loin 

bottom though push (siibj.) 

la rigridite. Mais, l>ali ! ^w'il attende. 

rigidity pshaw wait (subj.) 

J'aiirai bieii le temps dc pioclier qiiand 

shall have to dig (to fag) 

il le Taudra absoliiineiit.'' 

must (in the future) absolutely 



THE SAME Z/V GOOD EXGLISE. 

But Alexis turned a deaf ear to these expostulations. " My 
father," thought he, " is in this respect like all old people, who 
will not allow one to divert one's self, because nothing pleases 
them, and who can rarely enter into the views of other people. 
He wonders at my being like all young men. He would not 
complain so much if he were younger. He would feel the want 
of diversion himself, and would not expect me to be more steady 
than perhaps he was in his youth. He may be right upon the 
whole, though he carries his austerity too far. But, no matter, 
let him wait. I shall have plenty of time to fag, when it be- 
comes absolutely necessary." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette leQon ? 
A quoi Alexis restait-il sourd ? 
Alexis etait-il sensible aux exhor- 
tations de son pere? 
Que disait-il de son p^re ? 

QuVst-ce que les vieilles gens ne 

veulent pas ? 
Qu'est-ce qui les distrait ? 



C'est la trentienie. 
A ces exhortations. 
Non. II y restait sourd. 

"■ Mon pere est comme toutes les 

vieilles gens." 
lis ne veulent pas qu'on se diver- 

tisse. 
Kien ne les distrait. 



THIRTIETH LESSOX. 



381 



Qu'est-ce qu'il leiir est difficile de 

comprendre ? 
De quoi s'etonne le pere d' Alexis ? 

Qu'est-ce qu'il ne ferait pas s'il 

etait moins kge ? 
Que sentirait-il lui-meme ? 

Qu'est-ce qu'il n'exigerait pas ? 



Aux yeux d' Alexis, le pere a-t-il 

tort? 
Que pousse-t-il trop loin ? 
Alexis se decide-t-il a obeir k son 

pere ? 
Quand aura-t-U le temps de pio- 

cher ? I 

Que fera-t-il quand il le faudra II piochera. 

absolument ? I 

Dites-moi la meme cbiose, en vous ' II travaiUera. 

servant d'une autre expression. | 



Une maniere de voii" differente 

de la leur. 
II s'etonne que son fils soit comme 

tons les jeunes gens. 
II ne se plaindrait pas tant. 

II sentirait le besoin de distrac- 
tions. 

II n'exigerait pas que son fils fut 
plus range qu'il ne I'a peut-etre 
ete autrefois. 

ISTon. II se peut qu'il ait raison 
au fond. 

La rigidite., 

IS'on. II s'ecrie : " Bah ! qu'il 
attende." 

Quand il le faudra absolument. 



SENTENCES FOR OEAL TRANSLATION. 



TO BE TUEXED INTO ENGLISH. 

Savez-vous votre le^on ? 
Je crois la savoir assez bien. 
Combien y a-t-il de genres en 

frangais ? 
II y en a trois. 
Ison, monsieur, il n'y en a que 

deux. 
Ah, Gui, c'est vrai : le masculin 

et le feminin. 
De quel genre sont les mots qui 

ne finissent pas par un e muet ? 
lis sont du genre masculin. 
De quel genre sont ceux qui fiuis- 

sent par un e muet ? 



TO BE TUEXED IXTO FEENOH. 

Do you know your lesson ? 
I think I know it pretty well. 
How many genders are there in 

French ? 
There are three. 
ISTo, sir, there are but two. 

Oh, yes, that's true : the mascu- 
line and the feminine. 

Of what gender are the words 
that do not end in e mute? 

They are of the masculine gender. 

Of what gender are those which 
end in e mute ? 



382 



THIRTIETH LESSON. 



Us sont necessairement feminins. 

Poiirquoi avez-Yous dit necessai- 
rement ? 

Comme il n'y a que deux genres, 
tout mot qui n'est pas mascu- 
lin est necessairement feminin. 

C'est juste. 

Est-ce que tons les mots qui finis- 
sent par un e muet sont femi- 
nins ? 

Non. II y a beaucoup d'excep- 
tions. 

Quelles sont les principales excep- 
tions ? Vous en sou venez-vous ? 

Non. Je les oublie toujours. 
Soyez. assez bon pour me les 
redire. 

Les mots en ice sont masculins, 
comme xiice^ serdice. 

Ceux en age^ comme village^ 
courage. 

Ceux en aire sont masculins aussi. 

Youlez-vous m'en donner des 

exemples ? 
Yous ne repondez pas ? 
Je vous demande pardon, je pen- 

sais a autre chose, 
II me semble que cette etude ne 

vous amuse pas beaucoup. 
A vous parler franchement, je la 

trouve fort ennuyeuse. 
Pourquoi done prenez-vous des 

leQons ? 
Parce que mes parents le veulent. 
Alors il faut avoir du courage. 
J'en aurai. 
Yous en serez recompense par le 

succes. 



They are of course feminine. 
Why do you say of course ? 

As there are but two genders, 
every word that is not mascu- 
line is feminine of course. 

Right. 

Are all the words ending in e 
mute feminine ? 

No. There are many exceptions. 

What are the principal excep- 
tions ? Do you remember ? 

No. I always forget them. Be 
" so kind as to repeat them to 
me. 

Words in ice are masculine, as 
xice^ service. 

Those in age^ as milage^ courage. 

Again, those in aire are mascu- 
line. 
Can you give me some examples ? 

You do not answer ? 

I beg your pardon ; I was think- 
ing of something else. 

I think this study does not amuse 
you very much. 

To speak the truth, I find it very 
tedious. 

Why then do you take lessons ? 

Because my parents wish it. 

Then you must have courage. 

IwiU. 

Success will be your reward. 



THIRTIETH LESSON. 383 



SECOND DIVISION. THEOEETICAL PA!^. 

ANALYTICAL STUDY 

OF THE GRAMMATICAL PECULIAEITIES IIST THE TEXT.* 

Trentieme is derived from trente, already seen (44, 90). 

Restait is a form (47) of the verb resier, seen in the twenty- 
ninth lesson. 

SouRD comes from the Latin surdus, deaf, which has also given 
rise to the English words surd, deaf, and surdity, deafness. 

Exhortation, derived from the verb exhorter, to exhort, is 
feminine (99). 

522. Ceci, formed of ce and ci, this here, is a demonstrative 
pronoun, corresponding to this. It refers to thtngs only. It has 
no feminine and no plural. See cela (198), and ci (351, 352.) 

ViEiLLES is the plural feminine of vieux, vieil, seen in the four- 
teenth lesson. 

Veulent is the third person plural of the present tense of the 
indicative mood of vouloir, already seen. 

Divertisse is the third person singular of the present tense of 
the subjunctive mood oi diver tir, seen in the fourteenth lesson. 

523. The third person singular of the present tense of the sub- 
junctive mood of verbs ending in ir in the infinitive, is formed 
by changing this termination into isse. It is similar to the first 
person singular of the same tense and mood. 

Distrait is the third person singular of the present tense of 
the indicative mood of the irregular verb distraire. 

Difficile is an adjective which does not change in the femi- 
nine (6). 

CoMPRENDRE has bccu seen in the imperfect tense in the thir- 
teenth lesson. 

Different is an adjective derived from the verb differer, to 
differ. It governs the preposition de (520). 

524. Leur, ^een as a j^ossessive adjective (152), becomes a 

* See note on page 282. 



384 THIKTIETH LESSON. 

possessive pronoun, when preceded by the article. Le leur is 
masculine and singular; la leur, feminine and singular; les 
leurs, plufal of both genders. These three forms correspond to 
theirs. 

Etonne is a form (22) of the verb etonner, seen in the imper- 
fect tense in the thirteenth lesson. 

Je sois is the first person singular of the present tense of the 
subjunctive mood of ^tre. 

The whole of this tense of the verb etre has now been seen : 
Je sois, tu sois, il soit, nous soyons, vous soyez, ils soient. 

Plaindrait is the third person singular of the conditional 
mood of plaindre, seen in the imperfect tense in the twenty- 
fourth lesson. 

525. The third person singular of the conditional mood of 
vei*bs ending in re in the infinitive, is formed by changing the 
final e into ait. 

Ag6 is derived from age, seen in the fourteenth lesson. 
Sentirait is the third person singular of the conditional mood 
of sentir, already seen. 

526. The third person singular of the conditional mood of 
verbs ending in ir in the infinitive, is formed by adding ait to 
this termination (525, 527), 

Distraction is derived from the verb distraire, mentioned in 
this lesson. It is used in the sense of diversion, and in that of 
abstraction or absence of mind ; but not in the sense of confusion 
or madness, like the English word distraction. 

Exigerait is the third person singular of the conditional mood 
of exiger, seen in the imperfect tense in the thirteenth lesson. 

527. The third person singular of the conditional mood of 
verbs ending in er in the infinitive, is formed by adding ait to 
this termination (525, 526). 

Je fusse is the first person singular of the past tense of the 
subjunctive mood of etre. 

The whole of this tense of the verb etre has now been seen : 
Je fusse, tu fusses, ilfiit, nous fussions, vous fussiez, ils f assent. 

Range is the past participle of ranger, to range, to arrange, to 
set in order, derived from rang, seen in the twenty-sixth lesson. 
When range is used adjectively, it corresponds to sedate or steady. 



THIRTIETH LESSON. oSo 

Autrefois is an adverb formed of autre and/o^'s, both of wliicli 
have been seen. 

Peut is the third person singular of the present tense of the 
indicative mood of pouvoir, already seen. 

Il se pect is an idiomatic phrase which corresponds to it may 
he, it is possible, it may happen. 

Ait is the third person singular of the present tense of the 
subjunctive mood of avoir. 

Fond is of the masculine gender according to analogy (14). 

528. Quoique, fopmed of quoi and que, is one of the con- 
junctions after which the subjunctive mood is required (244). 
It must not be confounded with quoi que, in two separate 
words, signifying whatever. The elision of the e in quoique is 
admitted only before il, elle, on, un, une. 

Pousse fs the third person singular of the present tense of the 
subjunctive mood of pousser, to push, to thrust, to drive on, to 
shoot forth, to grow, which comes from the Latin pulsare, to push. 

529. The third person singular of the present tense of the sub- 
junctive mood of verbs ending in er in the infinitive, is formed 
by changing this termination into e. It is similar : to the first 
person singular of the same tense and mood ; to the first and 
third persons singular of the present tense of the indicative ; and 
to the second person singular of the imperative mood. 

RiGiDiTE is feminine (241). 

Attende is the third person singular of the present tense of the 
subjunctive mood oi attendre, already seen. 

530. The third person singular of the present tense of the sub- 
junctive mood of verbs ending in re in the infinitive mood, is 
formed by changing this termination into e. It is similar to the 
first person singular of the same tense and mood. 

Examples have now been seen of the third person singular of the 
present tense of the subjunctive mood, in the three regular forms 
of conjugation and the two auxiliaries, in the following phrases : 

" Quoiquil poussE trop loin la rigidite.^'' — 30th lesson. 

" Qui ne veulent pas qu'on se divertissE." — 30th lesson. 

" Qu'il attendE.'' — 30th lesson. 

" Je ne dis 2^os quHl soit necessaire.^' — 23d lesson. 

"7Z se peut qu'il ait raison.^'' — 30th lesson. 

IT 



386 ' THIRTIETH LESSON. 

PiocHER is derived from pioche, pickaxe, a word of unknown 
origin. The literal sense of pioche)' is to dig. When used for 
fagging or working hard, it is familiar. 

Faudra is the future tense oifalloir (287). 

Absolument is the adverb corresponding to the adjective 
ahsolu, absolute (31). 

531. Ab is an inseparable particle which comes from the 
Latin and signifies from. It denotes extraction or separation, 
and is common to many words which are nearly the same in 
French and in English, as : Ahsolu.^ absolute ; abuser, to abuse. 
It becomes abs before t, as ahstrait, abstract, etc. 



SYNTAX.* 

Toutes les vieilles gens. 
Tous les jeunes gens. 

532. § 1. The substantive gens is masculine (11th lesson); 
but, by an arbitrary exception, the adjective which precedes it 
takes the feminine form when its termination is not e mute. And 
if this adjective is itself preceded by a definitive, as un, tout, or 
certain, the definitive also takes the feminine form. Thus, we 
say : " Une de ces vieilles gens, Toutes ces bonnes gens, Certaines 
mechantes gensP 

§ 2. The adjective takes the feminine gender only when it pre- 
cedes gens, and never when it follows it ; accordingly we say : 
'■''Les vieilles gens sont serieux," and not serieuses. 

§ 3. When the adjective placed immediately before gens ends 
in e mute, and therefore presents no difference between the mas- 
culine and the feminine gender, the definitive which precedes it 
remains masculine, as in the phrase, "Tous les jeunes gens.'''' 

* See note on page 282. 



THIRTIETH LESSON. 387 

// est diifficile de comprendre. 

The adjective difficile has been seen in the twenty -ninth lesson 
(520) as governing the preposition a. In this lesson, however, 
it is followed by de, 

533. In impersonal phrases, such as : 77 est difficile, II est 
necessaire, II semhle utile, II devient facile, etc., the adjective 
takes de before the infinitive that follows. 



Plus range qu'il ne Va He. 

534. After plus, moins, mieux, meilleur, autre, and autrement, 
in comparative phrases, the word que must be followed by the 
negative ne, particularly when the principal proposition is af- 
firmative, as : II exige que je sois plus range qu'il ne Va ete. 

535. When the principal proposition is negative, the word ne 
is usually omitted after que, if the compared quality is not denied 
or doubtful, as : II a He range, et je ne le serai pas moins qic'il 
Va He ; because here the quality of being sedate is not doubtful. 
But when the quality is not taken for granted, the negative ne 
is required in the second clause of the proposition, as in this ex- 
ample : II n'exigerait pas que je fusse plus rang^ qu'il ne Va 
peut-Hre ^te, which implies a doubt of the father's steadiness. 



Plus rangi qu'il ne Ya He. 

536. In comparative phra'ses constructed with aussi, a.utant, 
plus, moins, and other similar adverbs, the verb which follows 
que must be preceded by the pronoun le (264). 



QiiHl at tend e. 

537. It has been seen (465) that the imperative mood is used 
only in the second person, singular and plural, and in the first 
person plural ; and that such English forms as : Let me wait, let 
him ivait, let them wait, are rendered by the subjunctive mood. 
Ill such phrases, a verb expressing desire or volition is understood, 
thus : Je souhaite qu'il attende, Je veux quHl attends. 



388 THIRTIETH LESSON. 



EXERCISES 

TTPON THE GKAMMATICAL OBSEKVATIONS AND UPON THE RULES OF 
SYNTAX. 

1. Model : QuHl divertisse. See Obs. 523. — That he may 
warn — That he may finish — That he may enjoy — That he may 
languish — That he may obey — That he may betray. 

2. Model : La leur. See Obs. 524. — This money is theirs — 
This shop is theirs— These copy-books are theirs — That dictionary 
was theirs — That school was theirs — Those savings were theirs. 

3. Model: II plaindrait. See Obs. 525. — He would wait — 
He would drink — He would believe — He would write — He would 
instruct — He would put — He would lose — He would live. 

4. Model : II sentirait. See Obs. 526. — He would accomplish 
■ — He would sleep — He would open — He would depart — He 
would succeed — He would suffer — He would serve. 

5. Model: II exigerait. See Obs. 527. — He would blame — 
He would reckon — He would diminish — He would astonish — 
He would taste — He would throw — He would leave — He would 
eat — He would occupy — He would remain. 

6. Model : QuoiquHl pousse. See Obs. 528, 529. — Though he 
assures — Though she loves — Though one blames — Though he 
reckons — Though she decides — Though one listens — Whatever 
he may taste — Whatever one may think. 

Y. Model : QuHl attende. See Obs. 530, and Syntax, 537. — 
Let him defend — Let him hear — Let him put — Let him lose — 
Let him answer — Let him sell. 

8. Model: Toutes les vieilles gens. Syntax, 532, § 1. — One 
of these good people — Certain tedious people — All these excellent 
people — All these wicked people. 

9. Model : Des gens serieux. Syntax, 532, § 2. — (Place the- 
adjective after the substantive.) — Some aged people — Some giddy 
people — Some happy people — Some intelligent people — Some 
attentive people. 

10. Model : Tous les jeunes gens. Syntax, 532, § 3. — One of 
these young people — All these honest [brave] people — All those 
poor people. 



THTRTIETH LESSON. 389 

PHEASES FOR COMPOSITION 

TO BE TEAXSLATED IXTO FEEXCH. 

1. What do you think of this ?— 522. 

2. Leave that, and eat this — 522. 

3. Do you believe that your friend betrays you ? — 523. 

4. I wonder at his blushing at [of] his profession — 523. 

5. We have our books, and you have yours ; but our com- 
rades have not found theirs — 524. 

6. We have finished our task, but they have not finished 
theirs — 524. 

Y. Our project is better than theirs — 524. 

8. He would write if he had paper — 525. 

9. Would your horse drink, if I gave him some water ? — 525. 

10. My brother would understand better, if he were [was] 
more attentive — 525. 

11. Your mother would depart to-morrow, if she had money 
—526. 

12. If that man remained with us, he would divert the whole 
[all the] company — 526. 

13. Would he remain, if he were [was] invited ? — 52*7. 

14. Yes, and he would astonish you — 527. 

15. He would talk from morning till night — 527. 

16. She does not seem to understand, though she listens very 
attentively— 528, 529. 

17. He is not strong, thougli_he eats much — 528, 529. 

18. He does not advance, though he works with ardor — 
528, 529. 

19. If he wants money, let him sell his house — 530, 537. 

20. Let him defend himself, if he is assailed — 530, 537. 

21. Let him follow us, if he will not remain alone — 530, 537. 

22. Those merchants are good people — 532. 

23. One of those old people has made us a sermon — 532. 

24. One of those young people is my friend — 532. 

25. All those poor people are to be pitied — 532. 

20. Those good people are deaf to our remonstrances — 532. 
27. It is not agreeable to speak to a deaf man — 533. 



390 THIRTIETH LESSON. 

28. It is necessary to work — 533. 

29. It is wise to reflect before one speaks [to speak] — 533. 

30. It is sad to think that we oblige ungrateful jt?eopZe — 533. 

31. It is useful to know the French language — 533. 

32. His manners are more genteel [distinguished] than they 
were— 534, 536. 

33. Remonstrances are less necessary to-day than they were 
yesterday— 534, 536. 

34. He is not less deaf than he was — 535, 536. 

35. The son is not more giddy than his father was in his youth 
—535, 536. 

36. One cannot be more ungrateful than he is — 535, 536. 



THIRTT-FIEST LESSON, 391 



THIRTY-FIUST LESSON. 

FIEST DIVISION. PRACTICAL PART. 

TEXT. 

LITERAL translation: 

Treaite et uui^oie le^oii. 
li'honMete artisasi iiiourut patiTre, ne 

honest mechanic died 

flaissant a son His que la §osi£iiie exig'ue de 

leaving sum scanty 

cinq cents ft*anc§, pom* tout patA'inftoine. 

hundred francs patrimony 

Apr^s I'entes'renient, et quand les pre- 

burial 

miers transports de la douleur Turent 

transports grief were 

calmes, Alexis se demanda conisuent il 

cahned to himself asked 

pourrait iaii'e friictifier son iaiMe capital. 

could to be fruitful feeble capital 

" I?Ie Yoila livre a moi-mcnie," se dit-il. 

dchvered up myself said 

" II laiit que je ^ag:ne de qnoi vivre, ou 

earn (subj.) wherewith 

que je meure de iaien. II est ^rand teenps 

die (subj,) hunger 

que j'aie de la resolulion et que j'a§risse. 

have (subj.) resolution act (subj.) 

Je fus insensible aux bonnes paroles de 

was insensible words 



392 THIRTY-FIKST LESSON. 

iiion p^re, taait qii'il vecut. Je ii^ciiis point 

so long as lived had 

eg"ard a sc§ pri^res, et je in' endurcis dans 

regard prayers myself hardened 

nion eg^o'isnie. Mainlenant, je ^eniis de 

egotism Now groan 

n'avoir pas tenii conipte de ses avis, dont 

kept accoimt " advices of which 

je sens la sag^esse." 

feel wisdom 



TEE SAME Z.V GOOD ENGLISH. 

The honest mechanic died poor, leaving his son no other pat- 
rimony than a small sum of five hundred francs. After the 
burial, and when the first burst of grief had subsided, Alexis con- 
sidered how he could make his httle capital most productive. 
"Here I am," thought he, "left to my own resources. I must 
either earn a livelihood, or starve. It is high -time for me to 
summon up resolution and to act. I was insensible to my father's 
kind words, so long as he lived. I disregarded his entreaties, 
and was obdurate in my selfishness. Now, I lament having 
slighted his advice, for I feel the wisdom of it." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette le^on ? 

Qui est-ce qui mourut pauvre ? 

A qui laissa-t-il la somme de cinq 

cents francs ? 
Que laissa-t-il a son fils ? 

Eestait-il ^ Alexis autre chose que 
cette somme ? 



C'est la trente et unieme. 
L'honnete artisan. 
A son fils. 

La somme exigue de cinq cents 

francs. 
Non. C'etait tout son patrimoine. 



TIIIPvTY-riKST LESSON. 



oyo 



Apres quoi Alexis se demanda-t-il 
comment il pourrait faire friicti- 
fier son faible capital ? 

Est-ce que ce fut longtemps apres 
Fenterrement ? 

Que se demanda-t-il ? 

Dans quelle position se trouvait- 

11? 
Que fallait-il qu'il fit, s'il ne vou- 

lait pas mourir de faim ? 
A quoi etait-il expose, s'il ne ga- 

gnait pas de quoi vivre ? 
Avait-il encore le temps d'etre 

oisif et de flaner ? 
A quoi fut-il insensible, tant que 

son pere vecut ? 
Quand fut-il insensible aux bonnes 

•paroles de son pere ? 
A quoi n'eut-il point egard ? 
Dans quelle disposition s'endur- 

cit-il? 
De quoi gemit-il apres avoir perdu 

son pere ? 



Apres I'enterrement. 



Ce fut quand les premiers trans- 
ports de la douleur furent cal- 
mes. 

Comment il pourrait faire fructi- 
fier son faible capital. 

II se trouvait livre a lui-meme. 

II fallait qu'il gagnat de quoi vivre. 

A mourir de faim. 

Non. II etait grand temps qu'il 

etit de la resolution et qu'il agit. 

Aux bonnes paroles de son p^re. 

Taut que son pere vecut. 

Aux prieres de son pere. 
Dans son egoisme. 

De n'avoir pas tenu compt^ de ses 
avis — or, des avis de son p6re. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUEXED INTO ENGLISH. 

D'ou venez-vous, mon cber ? 

De chez votre creancier. 

Ah! 

Avant tout, je m'erapresse de 

vous dire qu'il accepte votre 

proposition. 
Cela me fait bien plaisir. 
J'ai eu de la peine k trouver sa 

maison. 



TO BE TURNED INTO FRENCH. 

Where do you come from, my 

dear fellow ? 
From your creditor's. 
Oh! 
First of all, I hasten to tell you 

that he accepts your proposal. 

I am happy to hear it. 
It was difficult for me to find his 
house. 



17* 



394 



THIRTY-FIRST LESSON. 



Bah? 

Oui, vous m'aviez bien dit que 

c'etait rue du Temple. 
Eh bien? 

Mais la rue du Temple est longue. 
Je vous avals dit pres du boule- 
vard. 
Je Tavais oublie. 
Comment avez-vous fait ? 
J'ai demande a un jeune homme, 

dans une boutique. 
Par un heureux hasard, il con- 

naissait M. Leroux. 
II a eu la bonte de me conduire 

jusqu'^ sa maison. 
M. Leroux est-il jeune ou vieux ? 
C'est un homme d'un certain ^ge. 
Quel air a-t-il ? 

II a Fair d'un fort brave homme. 
II etait k ecrire devant un bon 

feu. 
II vous a bien regu ? 
On ne pent mieux. 
On m'avait dit qu'il etait dur et 

austere. 
Pas le moins du monde. 
Seulement, il est un peu sourd, 

de sorte que j'ai ete obhge de 

parler tres-haut. 
Nous nous somraes entretenus de 

votre affaire, et, comme je vous 

I'ai dit, il n'a fait aucune diffi- 

culte. 
Vous etes un excellent gargon, et 

je vous suis bien oblige. 



Indeed ? 

Yes, you told me it was in Temple 

street. 
Well? 

But Temple street is long. 
I told you near the boulevard. 



How did you manage ? 

I inquired of a young man, in a 

shop. 
Luckily, he happened to know 

Mr. Leroux. 
He had the kindness to show me 

to his house. 
Is Mr. Leroux young or old? 
He is an elderly gentleman. 
What sort of a looking man is he ? 
He looks like a very honest man. 
He was writing before a good fire. 

He gave you a good reception? 

He could not give me a better. 

I had been told he was hard- 
hearted and austere. 

Not in the least. 

Only, he is rather deaf, so that I 
was obliged to speak very loud. 

We talked about your affair, and, 
as I told you, he made no diffi- 
culty. 

You are an excellent fellow, and 
I am much obliged to you. 



THIRTY-FIRST LESSON. 395 

SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 



HoNNETE, from the Latin honesties, honest, is an adjective which 
does not change in the feminine (6, 266). 

Artisan is one of the derivatives of art, mentioned in the 10th 
lesson. 

MouRUT is the third person singular of the past tense definite 
of the irregular verb mourir, seen in the 24th lesson. 

SoMME, from the Latin summa, sum, signifies sum, amount, or 
burden ; and with these acceptations it is feminine according to 
analogy (15). Somme has, however, a third signification, viz., 
a nap, and it is then masculine ; but in this sense its etymon is 
the Latin word somnus, sleep. 

ExiGUE is the feminine of exigu, small (2). 

538. The dioeresis (••) is placed over the letters e, i, u, to show 
that they are to be pronounced distinctly from the vowels by 
which they may be accompanied. In exigue it indicates that 
the u has to be sounded. 

Franc, a franc, is the unity of French coins. It is a piece of 
silver, weighing five grammes (see 17th lesson), and worth 20 
sous, or 18 cents and 6 mills. 

Patrimoine, from the Latin patrhnonium, patrimony, is mas- 
culine by exception (15). 

Enterrement is derived from teri-e, earth, which comes from 
the Latin ie?'ra (515, 153). 

Transport is one of the derivatives of parte?-, mentioned in 
the seventh lesson. 

539. § 1. Trans is a Latin preposition signifying beyond, 
across, or over. In French it is an inseparable particle, common 
to words which are the same, or nearly the same, in English, as: 

* See note on page 282. 



396 THIKTY-FIEST LESSON. 

Transporter, to transport ; transcrire, to transcribe ; transferers to 
transfer, etc. 

§ 2. It is sometimes shortened into tra, as in : Tradition, tra- 
dition ; traducteur, translator ; trajet, trnject, etc. 

DouLEUR is of the feminine gender, although it does not end 
with an e mute (95). 

FuRENT is the third person plural of the past tense definite 
of etre. 

Examples have now been seen of the third person plural of the 
past tense definite, in the three regular forms of conjugation, and 
the two auxiliaries, in the following phrases : 

" EUes donnERE'ii'r cinq pour cent^ — 6th lesson. 

" Des revers assailhRE-sT Monsieur DelatourT — 6th lesson. 

'''- Elles suspendiRE-nT leurs j^aiementsy — 6th lesson. 

"Ze5 transports furent calmest — 31st lesson. 

" Ces circonstances EURENT/>OMr r^sultat.^'' — 7th lesson. 

Calm^s is a form (52, 354) of the verb calmer, derived from 
the substantive cahne, calm. 

Demander, with the reflective form se demander, to inquire 
of one's self, signifies to cogitate, to consider, and sometimes to 
wonder. 

PouRRAiT is the third person singular of the conditional mood 
ofpouvoir. In the future tense and in the conditional mood, the 
irregularity of this verb consists in the suppression of the letters 
voi and the reduplication of the final consonant, thus : Tu pourr 
ras, il poiirra, etc., tu pourrais, nous pourrions, etc. 

Fructifier is derived iroxn fruit, seen in the 27th lesson. 

540. The termination fier, from the Latin fieri, to become, 
or facere, to make, corresponds to the English termination /y, 
as in : Justifier, to justify ; fortifier, to fortify ; signifier, to 
signify, etc. 

Faible, feeble, weak, is an adjective which does not change in 
the feminine (6). 

Capital is a word alike in French and in English (30). 

Me voilA (294). 

LivRfe is a form (52) of the verb livref. 

DiT, in this lesson^ is the third person singular of the past tense 
definite of <f?^^. It is similar to the same person (>f the present 



THIRTT-FIEST LESSON. 397 

tense of the indicative mood, and to the past participle, seen in 
the first lesson. 

Gagne is the first person singular of the present tense of the 
subjunctive mood oi gagner^ to get, to gain, to earn, to win. 

541. The first person singular of the present tense of the sub- 
junctive mood of verbs ending in er in the infinitive, is formed 
by changing this termination into e mute. It is similar : to the 
third person singular of the same tense and mood (529) ; to the 
first and third persons singular of the present tense of the indic- 
ative (349, 22) ; and to the second person singular of the im- 
perative (460). 

The whole of this tense of the verbs in er has now been seen : 
Que je gagne, que tu ecoutes, quHl pousse, que nous amusions, 
que vous passiez, qu'ils aiment. 

De quoi, literally of what, i& an idiomatic locution correspond- 
ing to ivherewith. 

Meure is the first person singular of the present tense of the 
subjunctive mood of mourir. It is similar to the third person 
singular of the same tense and mood. 

Faim, from the Latin fames, hunger, is feminine by excep- 
tion (14). 

J'aie is the first person singular of the present tense of the 
subjunctive mood oi avoir. 

Resolution is a word alike in French and in English (49). 
It is feminine (99). 

J'agisse is the first person singular of the present tense of the 
subjunctive mood oi agir, to act. 

542. The first person singular of the present tense of the 
subjunctive mood of verbs ending in ir in the infinitive, is 
formed by changing this termination into isse. It is similar 
to the third person singular of the same tense and mood (523), 
and to the fii'st person singular of the past tense of the same 
mood. 

The whole of the present tense of this mood in the verbs in ir 
has now been seen : Que f agisse, que tu obeisses, quHl divertisse, 
que nous reussissions, que vous jaunissiez, quails croupissent. 

Je fus is the first person singular of the past tense definite 
of etre. 



398 THIRTY-FIRST LESSON. 

The whole of this tense of the verb etre has now been seen : Je 
fus, til f us, ilfut, nous fumes y vousfiites, ilsfurent. 

Insensible is one of the derivatives of sens, mentioned in the 
11th lesson (170). 

543. The termination ible, like able (97), denotes aptness or 
fitness. It serves to form adjectives, about half of which are the 
same in both languages, as : Sensible, insensible, possible, terrible. 

Parole is one of the derivatives oi parler, seen in the 13th 
lesson. 

Tant que, when it refers to time, signifies so long as, as long 
as (344). 

Vecut is the third person singular of the past tense definite of 
the irregular verb vivre. 

J'eus is the first person singular of the j^ast tense definite 
of avoir. 

The whole of this tense of the verb avoir has now been seen : 
tPeus, tu eus, il eut, nous eumes, vous etttes, ils eurent. 

Egard is of the masculine gender according to analogy (14). 

Priere is derived from the WQvh prier, seen in the 29th lesson. 

J'endurcis is the first person singular of the past tense definite 
of endurcir, derived from du?; seen in the 28th lesson (257, 515). 

544. The first person singular of the past tense definite of 
verbs ending in ir in the infinitive mood, is formed by changing 
this termination into is. It is similar : to the second person sin- 
gular of the same tense (508) ; to the first and second persons 
singular of the present tense of the indicative (325, 454) ; and to 
the second person singular of the imperative mood (460). 

The whole of this tense in the verbs in ir has now been seen : 
J^endurcis, tu finis, il affranchit, nous renipUmes, vous finites, 
ils assaillirent. 

Egoisme comes from the Latin ego, I. It is masculine (538). 

545. § 1. The termination isme serves to form abstract sub- 
stantives, most of which end in ism in English, without any, or 
with scarcely any, other difference, as : Egoisme, egotism ; ma- 
gn^tismCy magnetism ; mecanisme, mechaaism, etc. 

§ 2. Substantives ending in isme are masculine. 
Maintenant is one of the derivatives of tenir, mentioned in the 
third lesson. 



THIETT-FIEST LESSON. 399 

Gemis is a form (325) of the verb gemir\ wliicli comes from 
the Latin gemere, to groan. 

Tenu is the past participle of the irregular verb tenir. See 
tint, in the 20th lesson. 

■CoMPTE, computation, reckoning, account, is derived from the 
verb comioter, seen in the 2Vth lesson. It is masculine by excep- 
tion (15). 

Texir COMPTE DE is an idiomatic locution signifying to regard, 
to appreciate. 

Avis is a word which does not change in the plural {l^). 

Je sens is the first person singular of the present tense of .the 
indicative mood of the irregular verb sentir, already seen. 

Sagesse is derived from sage, seen in the 23d lesson (442). 



SYNTAX.* 
Cinq cents francs. 

546. The numeral adjectives cent and vingt are the only 
ones that take the mark of the plural, and that only when pre- 
ceded by another number which multiplies them, as when we 
say : Deux cents, trois cents, quatre-vingts. 

547. But when cent and vingt are followed by another 
number, they are invariable, thus : Deux cent trente, quatre- 
vingt- trois, quatre-vingt-dix. 



II pourrait faire fructifier son capital. 

The literal translation of this phrase would be : He could make 
hear fruit his capital ; which would be scarcely intelligible, the 
proper place of the words his capital being between make and 
bear fruit. 

It has been seen (89) that the verb fczre identifies itself with 

* See note on page 282. 



400 THIRTY-FIEST LESSON. 

the next verb in the infinitive mood, and that both together seem 
to make but one verb. This accounts for the following rule. 

548. § 1. When faire is followed by an infinitive, the regi- 
men must not be placed between the two verbs. If it is a pro- 
noun, it must precede faire (43) ; and if a substantive, it must 
follow the second verb. 

§ 2. The imperative is the only mood in which the regimen, 
if a pronoun, is placed between faire and the next verb, thus: 
Faites-le fructifier (297). 



De v^avoir pas tenu compte. 
or, De ne pas avoi7' tenu compte. 

549. In negative phrases, ne invariably precedes the verb ; it 
likewise precedes the object pronoun if there be one joined to the 
verb. The place of pas and point varies. They may precede 
or follow the verb in the infinitive mood ; yet, they are more 
commonly placed before the infinitive than after it. 



IDont je sens la sagesse. 

550. When of which is used in the sense of whose, and ren- 
dered by dont, the construction is the same as that pointed out 
by rules 485 and 486 ; and this pronoun must never follow the 
substantive which it determines, as of which does when we say 
" The wisdom of ivhich I feel.'' 



EXEECISES 

UPON THE GRAMMATICAL OBSERVATIONS AND UPON THE RULES OF 
SYNTAX. 

1. Model: Fructifier. See Obs. 540. — To pacify — To specify 
—To edify — To modify — To qualify — To personify — To glorify 
— To terrify — To petrify — To purify — To rectify. 

2. Model : Que je gagne. See Obs. 541. — That I may blame 



THIETY-riEST LESSON. 401 

— That I may reckon — That I may ask — That I may astonish — 
That I may taste — That I may throw — That I may occupy — 
That I may push — That I may remain — That I may relieve — 
That T may draw. 

3. Model : Quefagisse. See Obs. 542. — That I may bless — 
That I may divert — That I may harden — That I may moan — 
That I may feed — That I may obey — That I may reflect — That 
I may betray. 

4. Model : J'endurcis. See Obs. 544. — I accomplished — I 
slept — I finished — I enjoyed — I languished — I obeyed — I de- 
parted—I filled— I felt. 



9 

PHRASES FOR COMPOSITION 

TO BE TEAXSLATED INTO FEEXCH. 

1. He thinks [dreams] of modifying his projects — 540. 

2. They want [will] to terrify you — 540. 

3. Do you wish me to leave him that sum ? — 541. 

4. I will not be ungrateful, whatever place I may occupy 
—541. 

5. It is necessary I should finish my work — 542. 

6. Do you doubt that I shall succeed ? — 542. 
Y. Will you be insensible to his grief? — 543. 

8. The place was inaccessible — 543. 

9. I departed at seven o'clock in the morning — 544. 

10. I filled my basket with [of] provisions — 544. 

11. What do you think of magnetism? — 545. 

12. Patriotism is a generous passion — 545. 

13. Is it with a sophism that he hopes to persuade you ? — 545. 

14. He had seven hundred francs, and he gave me [of them] 
three hundred and fifty — 546, 54*7. 

15. My father died at the age of fourscore [years] — 54G. 

16. He found ninety/ [fourscore ten] gudgeons in his net — 547. 

17. He makes honest people blush — 548. 



402 THIRTY-FIEST LESSON. 

18. He makes his workmen labor from mornino' till niojht 
—548. 

19. You have made me lose my time — 548. 

20. The parents made their children play — 548. 

21. He pretended not to have understood — 549. 
.22. I desire not to be interrupted — 549. 

23. He has resolved not to answer — 549, 187. 

24. You have learned a language the study of which is diffi- 
cult— 550. 

25. We saw a bridge the length of which astonished us — 550. 

26. He had a cake half of which he gave to his brother — 550. 



THIRTT-SECOKD LESSON. 403 



THIRTY-SECOND LESSON. 

FIEST DIVISION. PKACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION, 

Treate-deiixi^Biie le^on. 

" Si nous ecoutions cewx qui out de I'ex- 

listened ex- 

perience, que de regrets nous nous 

perience how many regrets to ourselves 

cparg-nerions ! ITIais nous kaissons tout 

should spare hate 

ce qui eontrarie nos penchants ou nos 

counteracts 

grouts. liCS conseils nous ol>s^dent, et 

counsels (advice) tease 

nous les entendons avec ennui, sinon aTcc 

hear 

mepris. Et puis, quand Viennent les ca- 

conterapt then come ca- 

lainites que nous nous soninies attirees 

lamities to ourselves attracted 

par notre proprc iaute, nous nous ecrions : 

own fault exclaim 

' C'est bien donmaa^e que nous n'ayons pas 

damage (pity) 

cru cc qu'on nous disaitP <|uoi qu'il en 

believed Whatever of it 

soit, il ne s'a^it pas de se lanienter. 

may be acts lament 



40-i 



THIRTY-SECOND LESSON. 



I^oyoiis honime. Je vaincrai iiion 

Let us be (Let me be) will conquer 

liatiarel. •F'essaierai dc iii'appliqiiei' si 

nature -will try myself ^pply 

qtieiqise cliO!i»e de serieux 5 je linirai par 

will finish 

III' y accoiitiinier, ef iiies ellbrt^i me 

myself to it accustom efforts 

Bii^iieront a la ibrtHiie." 

will lead 



TUE SAME IN GOOD ENGLISH. 

" Did we but listen to those who Lave had experience, what 
regrets we should spare ourselves ! Yet we hate every thing- that 
thwarts our inclinations or our tastes. Advice annoys us, and 
we receive it with reluctance, if not with contempt. And after- 
wards, when calamities befall us, that we have drawn upon our- 
selves by our own fault, we exclaim : ' It is a great pity I did not 
believe what I was told !' Be this as it may, it is of no use to 
lament. I must behave like a man. I vfill vanquish my nature. 
I will try to apply myself to something serious ; I shall get into 
the habit of it with time, and my exertions will lead me to for- 
tune." 



4 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette lec^on? 

Que nous epargnerions-nous, si 

nous ecoutions ceux qui ont de 

I'experience? 
Que faudrait-il faire pour nous 

epargner des regrets ? 
Que haissons-nous ? 



C'est la trente-deuxienie. 

Nous nous epargnerions des re- 
grets— 07', beaucoup de regrets 
— 0',\. lien des regrets. 

II faudrait ecouter ceux qui ont 
de Texperience, 

Nous haissons tout ce qui contra- 
rie nos penchants ou uos gouts. 



THIRTY-SECOKD LESSOX. 



405 



Qu'est-ce qui nous obsede ? 
Comment les entendons-nous ? 

Qu'est-ce que nous nous attirons 
par notre propre faute ? 

Que disons-nous, quand viennent 
ces calamites ? 

Quand nous ecrions-nous : " C'est 
bien dommage ? " 

De quoi ne s'agit-il pas dans la 

position d'Alexis? 
Quelle exhortation Alexis se fait- 

il a lui-meme ? 
Que vaincra-t-il ? 
Qu'essaiera-t-il de faire ? 

S'y accoutumera-t-il? 

A quoi ses efforts le meneront-ils 1 
Qu'est-ce qui le menera k la for- 
tune? 



Les conseils. 

J*J"ous les entendons avec ennui, 

sinon avec mepris. 
Xous nous attirons des calamites. 

Xous nous ecrions : " C'est bien 
dommage que nous n'ayons pas 
■cru ce qu'on nous disait," 

Quand viennent les calamites que 
nous nous somraes attirees par 
notre propre faute. 

II ne s'agit pas de se lamenter 

II se dit : " Soyons homme." 

II vaincra son naturel. 

II essaiera de s'appliquer a quel- 

que chose de serieux. 
n dit qu'il finira par s'y accoutu- 

mer. 
lis le meneront a la fortune. 
Ses efforts. 



SENTENCES FOE OEAL TEANSLATION. 



TO BE TCEXED IXTO ENGLISH. 

Croiriez-vous que je ne suis pas 

encore bien accoutume k la 

raonnaie de France? 
C'est pourtant bien simple ; nous 

n'avons que des francs et des 

centimes. 
Je sais bien que vous m'avez dit 

cela. 
Eh bien ? 
Eh bien, j'entends parler tons les 

jours de louis, de livres, de sous 

et de liards. 



TO BE TUENED INTO FEEXCH. 

Would you believe it ? I am not 
yet weU used to French money. 

It is very simple, however; we 
have only francs and centimes. 

I know^ yon told me so. 

Well? 

Well, I every day hear of louis, 
of livres, sous, and farthings. 



406 



THIRTY-SECOND LESSON. 



Ce sont de vieilles denominations 
dont on se sert encore quelque- 
fois. 

Hier, un jeune homme m'a pro- 
pose de jouer vingt-cinq louis. 

Que lui avez-vous repondu 1 

Je lui ai repondu que je n'aimais 

pas le jeu. Mais qu'est-ce que 

c'est que vingt-cinq louis 1 
Cela veut dire six cents francs, 

parce qu'autrefois un louis 

valait vingt-quatre livres, ou 

vingt-quatre francs. 
Une autre personne me disait 

dernierement qu'elle avait dix 

mille livres de rente. 
Cela veut dire un revenu de dix 

mille francs par an. 
Moi, j'avais compris ten tliousand 

pounds. 
C'est bien different. 
Comment rendriez-vous en fran- 

^ais, ten thousand a year ? 

Nous dirions, dix mille livres ster- 
ling de revenu, ou bien deux 
cent cinquante mille francs de 
rente. 

Pourquoi dit-on quelquefois un 
livre, ,et quelquefois une livre ? 

Ce sont deux mots tout a fait dif- 

ferents. 
Ce dictionnaire est un livre. 

Une livre est, comme je vous I'ai 
dit, un vieux mot pour rja 
franc, ou bien encore pour la 
moitie d'un kilogramme. 

Maintenant, qu'est-ce que c'est 
qn'une piece de cent sous ? 



They are old denominations whicli 
are still used now and then. 

A young man proposed to me 
yesterday to stake twenty-five 
louis. 

What did you answer. him? 

I told him' that I was not fond of 
gaming. But what is twenty- 
live louis ? 

It means six hundred francs, be- 
cause formerly a louis was 
twenty-four livres, or twenty- 
four francs. 

Another person told me lately 
that he {or she) had ten thou- 
sand livres de rente. 

It signifies ten thousand francs a 
year. 

I understood it to. be ten thou- 
sand pounds. 

There is a wide difference. 

How would you express in 
French, " ten thousand a 
year?" 

"We should say "an income of 
ten thousand pounds sterling," 
or, "two hundred and fifty 
thousand francs a year." 

Why do people say sometimes 
UN livre^ and sometimes tine 
livre ? 

They are two very different 
words. 

This dictionary is tjn livre^ a 
book. 

A livre is, as I told you, an old 
word for a franc ; or for a 
pound (weight), the half of a 
kilogram. 

Now, what is a piece of a hun- 
dred sous ? 



THIETr-SECOKD LESSOK, 



407 



C'est line piece de cinq francs, 

qui equivaut an cinquieme 

d'une livre sterling. 
I] me reste encore une question a 

vous faire. 
Yoyons. 
L'autre jour, j'ai entendu dire: 

'' Qa ne vaut pas deux liards." 
J'ai compris qu'on parlait avec 

mepris de quel que chose. Mais 

qu'est-ce que c'est qu'un liard ? 
C'etait autrefois le quart d'un 

sou. 
Je vous suis bien oblige. 



It is a piece of five francs, ^vhich 

is equal to the fifth part of one 

pound sterling. 
I have one last question to ask 

you. 
Let me hear it. 
The other day, I beard, "It is 

not wortb two farthings." 
I understood that something was 

spoken of with contempt. But 

what is a farthing ? 
It was formerly the fourth part 

of one sou. 
I am mucb obliged to you. 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GRAMMATICAL PECULIAEITIES IN TILE TEXT.'^ 

EcouTioNS is the first person plural of the imperfect tense of 
Scolder, seen in the 24th lesson. 

551. The first person plural of the imperfect tense of verbs 
ending in er in the infinitive mood, is formed by changing this 
termination into ions. It is similar to the same person of the 
present tense of the subjunctive mood (3*70). The consequence 
of this rule is that, if the termination of the verb is ier in the in- 
finitive, as in ^tudier, the i is doubled, thus : JVous etudiions. 

Examples have now been seen of the first person plural of the 
imperfect tense, in the three regular forms of conjugation and the 
two auxiliaries, in the following phrases : 

" Si nous ecoutio^s, ceux qui ont de V experience. ''"' — 3 2d lesson. 

" iVow5 j9eVissioNS d^ennui." — 12th lesson. 

^^ Mots que nous n'entendioi^s ffucre." — 12th lesson. 



See note on page 282. 



4:08 TmHTY-SECOND LESSON. 

^^ JVous y ETiONS avant six heuresy — 16th lesson. 
"■^ Nous AVioNS un filet. ^^ — 16th lesson. 

Experience is a word alike in French and in English (IGY). 
It is used for experience and experiment. 

552. Que is used for comhien in exclamative phrases, and 
corresponds to how, how much, and how many. When placed 
before a substantive, it requires de (39), thus : Que de regrets. 

Regret is a word masculine according to analogy (14). 

Epargnerions is the first person plural of the conditional mood 
of epargner, derived from &pargne, which has been seen in the 
6th lesson. 

553. The first person plural of the conditional mood of verbs 
ending in er in the infinitive, is formed by adding ions to this 
termination. 

Examples have now been seen of the first person plural of the 
conditional mood, in the three regular forms of conjugation and 
the two auxiliaries, in the following phrases : 

" Que de regrets nous nous ejt?ar^riERiONS ! " — 32d lesson. 

" Pourquoi ne joiciRio'ss-nous pas de nos beaux jours ? " — 
14th lesson. 

^^ Pourquoi perdRWSS-nous des moments P^ — 14th lesson. 

^'■Nous SERioNS hienfous.^'' — 12th lesson. 

"iVoM5 AURiONS grand tort'' — 14th lesson. 

Haissons is the first person plural of the present tense of the 
indicative mood of the irregular verb hair, to hate. The only 
irregularity of this verb consists in suppressing the dioeresis (538) 
in the three persons singular of the present tense and in the second 
person singular of the imperative mood. 

554. The first person plural of the present tense of the indica- 
tive mood of verbs ending in ir in the infinitive, is formed by 
changing this termination into iss-ons. 

CoNTRARiE is a form (22) of the verb contrarier, one of the 
derivatives oi contre, mentioned in the 20th lesson. 

CoNSEiL has been mentioned in the 23d lesson, as being the 
radical of conseiller. 

Obsedent is a form of the verb obseder, to beset. It must 
be observed that the acute accent over the first e in obseder is 
changed into a grave accent in obsedent. 



THIRTY-SECOND LESSOX. 409 

555. § 1. Verbs in er in wbicli tlie final syllable of the in- 
finitive mood is preceded by e with an acute accent, as ohskler^ 
posseder^ esperer^ change this accent into a grave one before a 
syllable containing an e mute, thus : lis obsedent,je possede. 

§ 2. Verbs in 6ger, as proteger, to protect, and in eer, as 
creer, to create, are excepted, and retain the acute accent in all 
their forms. 

Entendoxs is the first person plural of the present tense of the 
indicative mood oi entendre, already seen. 

556. The first person plural of the present tense of the indica- 
tive mood of verbs ending in re in the infinitive, is formed by 
changing this termination into ons (28, 554). 

Examples have now been seen of the first person plural of the 
present tense of the indicative mood, in the three regular forms 
of conjugation and the two auxiliaries, in the following phrases : 

"iVoif5 />e?isoNS que les proverhes sont vrais^ — 1st lesson. 

^*- Nous AaissoNS tout ce qui contrarie.'''' — 32d lesson. 

^^ Nous les entendo^s avec ennuiP — 32d lesson. 

"Nous le soMMES enjiny — 14th lesson. 

"Nous AVONS remarquey — 11th lesson. 

MfiPRis is of the masculine gender according to analogy. 

Puis has been mentioned in the 25th lesson, as being the rad- 
ical of depuis, 

ViENNENT is the third person plural of the present tense of 
the indicative mood of venir, already seen. 

Calamity, from the Latin calajnitas, calamity, is feminine 
(241). 

AxTiufcES is a form (52, 53) of the verb attire?', one of the de- 
rivatives of tire?', mentioned in the Yth lesson. 

Faute is feminine according to analogy. See 1st lesson. 

EcRiONS is a form (28) of the pronominal verb s^ea-ier, seen 
in the 18th lesson. 

Dommage is masculine although ending with an e mute (215). 

C'est dommage is an idiomatic locution signifying it is a pity. 

Cru is the past participle of the irregular verb croii-e, already 
seen. 

Quoi Qu'iL en soit, literally whatever it may he of it, is an 
idiomatic locution corresponding to be it as it may, however, 

18 



410 THIETY-SKCO^'D LESSON. 

nevertheless. The two words quoi que remain separate. See 
quoique, 528. 

Agit is the third person singidar of the present tense of the 
indicative mood of agiir, to act. 

557. The third person singular of the present tense of the in- 
dicative mood of verbs ending in ir in the infinitive, is formed 
by changing this termination into it. It is simihir to the same 
person of the past tense definite (179). 

Agir is to act ; but s'agir is an impersonal pronominal verb 
signifying to he in question^ to he the matter, to he at stake. 

Lamenter comes from the Latin lamentari, to lament. 

SoYONS is the first person plural of the imperative mood 
of etre. 

Examples have now been seen of the first person plural of the 
imperative mood, in the three regular forms of conjugation and 
the two auxiliaries, in the following phrases : 

"ylZ/oNS, aie de la fermeti!' — 29th lesson. 

" Divertissoss-nous.''^ — 14th lesson. 

^^ JV^ attend 01^ s pas que nous soyons trop vieux^'' — 14tli lesson. 

" Soyons hommer — 3 2d lesson. 

"iV'AYONS nulle autre pensee^ — 14th lesson. 

The whole of the imperative mood has now been seen, and the 
nine particular observations by which its terminations have been 
pointed out may be condensed into one general rule, presented in 
the form of a synoptic table. 

558. The imperative mood is formed by changing the 
termination of the infinitive into the following terminations : 





Verbs iu er. 


, Verbs in ir. 


Verbs in re. 


2d pers. sing. 


e 


is 


S 


1st pers. plur. 


ons 


iss-ons 


ons 


2d. pers. plur. 


ez 


iss-ez 


ez 



It must be observed that the literal translation of soyons is let 
us he ; but in this lesson it signifies let me he. 

559. The imperative mood, in French, having no special 
form for the first person singular, the deficiency is sometimes 
supplied by means of the first person plural ; and, in addressing 



THIRTY- SECOND LESSON. ill 

one's selt^ one says : Allon^, diver tissons, attendons, soyons, ayons, 
for : Let me go, let me divert, let me vmit, let me he, let me have. 

Vaixcrai is the first person singular of the future tense of 
vaincre, to vanquish, to overcome, which is an irregular verb ; 
but its irregularity does not extend to the future tense. 

560. The first person singular of the future tense of verbs end- 
ing in re in the infinitive, is formed by changing the final e 
into ai. 

The whole of the future tense in the verbs in re has now been 
seen : Je vaincRxi, tu defendRAS, il mordRx, nous attendRo:ss, 
vous prendREZ, ils surprendRoyT. 

Natfrel is sometimes a substantive and sometimes an adjec- 
tive. As a substantive it corresponds to nature or temper ; as an 
adjective it signifies natural (217). 

EssAiERAi is the first person singular of the future tense of 
essay er^ to try. According to rule 320, this first person of the 
future tense should be spelled essayerai. 

561. Verbs ending in yer, as essayer, appuyer, change the 
vowel y into i before an e mute, thus : J'essaie, tu appuies, il 
essaiera, nous aptjyuierons. 

QcELQCE CHOSE, wheu tak£n as a single word signifying some- 
thing or any thing ^ is masculine (166). 

FixiRAi is the first person singular of the future tense oi finir, 
already seen. 

562. The first person singular of the future tense of verbs end- 
ing in ir in the infinitive mood, is formed by adding ai to this 
termination (320, 560). 

Examples have now been seen of the first person singular of 
the future tense, in the three regular forms of conjugation and the 
two auxiliaries, in the following phrases : 

*^Je me chargERXi da pain^ — 16th lesson. 

^' Je fniRKi par m^y accoutumer ^ — 32d lesson. 

'"' Je vaincRAi mon natureV — 32d lesson. 

" Quand je ne serai plus." — 25th lesson. 

'•/'aurai ma ligne.^^ — 15th lesson. 

The whole of the future tense in the verbs in ir has now been 
seen : Je JiniRAi, tu te repentiRAS, il beniRA, nous partiRO^s, vous 
finiREZ, ils foumiRO'ST. 



412 THIRTY-SECOND LESSON. 

AccouTUMER is One of the derivatives of coutume, seen in the 
18th lesson. 

Effort is one of the derivatives of fort, mentioned in the 7th 
lesson. 

Meneront is the third person plural of the future tense of me- 
ner, mentioned in the 8th lesson. 

563. The third person plural of the future tense of verbs end- 
ing in er in the infinitive mood, is formed by adding ont to 
this termination. 

There is no accent over the first e of jnener in the infinitive 
mood. In meneront, there is a grave accent over it. 

564. § 1. In verbs in er, the unaccented e which precedes the 
termination of the infinitive takes the grave accent before a sylla- 
ble containing an e mute, preceded by a single consonant, as in 
these forms of mener : Je mene, Je menerai, Je menerais. 

§ 2. But when the consonant is doubled, as in jeter^je jette, 
the accent is unnecessary (467). 

Examples have now been seen of the third person plural of 
the future tense, in the three regular forms of conjugation and the 
two auxiliaries, in the following phrases : 

*■'' Mes efforts me me/iERONT a la fortune.'''' — 32d lesson. 

*' Que leur fourniRomT des marchandsr — 16th lesson. 

*'Z)e5 histoires qui vous surprendnoNT.^^ — 16th lesson. 

" Vos amis seront des ndtres.''^ — 15th lesson. 

"//5 AURONT dii Champagne''"' — 16th lesson. 

The whole of the future tense in the verbs in er has now been 
seen : Je ckargERAi, tu decidERAs, il corrigERk, nous j^ccAerons, 
vous apportEREz, ils mmERONT. 

The whole of this tense in the three regular forms of conjuga- 
tion has now been seen, and the eighteen different observations 
by which its terminations have been pointed out may be con- 
densed into one general rule. 

565. The future tense is formed by adding the following 
terminations to that of the infinitive mood, the final e being sup- 
pressed in the verbs in re : ai, as, a, ons, ez, ont. 



THIETY-SECOND LESSON. 413 



SYNTAX.* 

Quand viennent les calamites. 

In this phrase, les calamites, which is the subject, follows the 

verb viennent. 

No direct regimen could be placed after viennent, 

566. The subject, when it is a substantive, may follow the 

verb, if the sense excludes a direct regimen. 



Les catamites que nous nous sommes attir^es. 

567. The compound tenses of pronominal verbs (1 80) are in- 
variably formed with the help of the auxiliary verb etre. 



Les calamites que nous nous sommes attir^es. 

568. Of the two pronouns which precede a pronominal verb, 
the second may be a direct or an indirect regimen. If indirect, 
as in the present instance in which it means to ourselves^ the past 
participle, instead of agreeing with the subject (354), agrees with 
the direct regimen, provided that regimen precedes it, as it does 
in this example. And when the direct regimen follows, the 
participle remains invariable, thus : Nous nous sommes attire 
les calamites. 



Nous nous sommes attires. 
We have attracted each-other. 

569. § 1. If the second of the two pronouns which precede a 
pronominal verb is a direct regimen, the past participle agrees 
with it. Admitting therefore that the pronoun nous in this 
phrase refers to men or even to persons of both sexes, we write 
attires. If nous should refer to women only, the participle 
should be spelled attirees. 

* Seo note on pngo 282. 



414 THIRTY-SECOND LESSON. 

§ 2. In the verbs which are accidentally pronominal, the sense 
shows whether the second pronoun is a direct, or an indirect 
regimen. In those that are essentially pronominal, of which a 
list has been given (364), the pronoun is always a direct regi- 
men ; * and accordingly the participle always agrees with it. 



Soyons homme. 

570. When the first person plural of the imperative mood is 
used in the sense of let me (559), the adjective, or the substantive 
used adjectively, which follows it, must of course be put in the 
singular. 



Quelque chose de serieux. 

571. When quelque chose, in the sense of something or 
any thing (166), is followed by an adjective, it requires the prep- 
osition de before the adjective, which retains the masculine ter- 
mination. 



EXEECISES 

UPON THE GRAMMATICAL OBSEEVATIONS AND UPON THE RULES OF 
SYNTAX. 

1. Model : Nous ^coutions. See Obs. 551. — We accustomed 
— We decided — We studied — We played — We forgot. 

2. Model : Que de regrets/ See Obs. 552. — How many ad- 
vantages ! — How much money ! — How many calamities ! — How 
many efforts ! — How much glory ! — How many words ! 

3. Model : JVous epargnerions. See Obs. 553. — We should 
try — We should throw — We should eat — We should occupy — > 
We should seem — We should find. 

4. Model : Nous ha'issons. See Obs. 554. — We act — We fin- 
ish — We enjoy — We feed — We obey — We reflect. 

* The only exception is s'arro^er, to arrogate, where the pronoun is an 
indirect regimen. 



THIRTY-SECOND LESSON. 415 

5. Model : Ohsedent^ from ohseder. See Obs. 555. — I hope 
— Thou hopest — He hopes — They hope — I shall possess — Thou 
wilt possess — He will possess — We shall possess — You will pos- 
sess — That I may possess. 

6. Model : Nous entendons. See Obs. 556. — We wait — We 
defend — We put — We pretend — We lose — We answer. 

v. Model: II agit. See Obs. 557. — He warns — He furnishes 
— He enjoys — He feeds — He obeys — He perishes. 

8. See Obs. 558. — Bring {thou) — Let us cease — Begin {you) 
— Finish {thou) — Let us put — Lose {you). 

9. Model : Soyons, let me be. See Obs. 559. — Let me study 
— Let me forget — Let me work — Let me try — Let me eat — Let 
me finish — Let me wait — Let me put — Let me answer. 

10. Model : Je vaincrai. See Obs. 560. — I shall learn — I 
shall wait — I shall drink — I shall understand — I shall believe — 
I shall say — I shall hear — I shall write — I shall put. 

11. Model: J'essaierai. See Obs. 561. — I try — Thou triest 
— He tries — They try — Thou wilt try — He will try — We shall 
try — You will try— Try {thou). 

12. Model : Je finirai. See Obs, 562. — I shall free myself — 
I shall sleep — I shall hate — I shall feed — I shall open. 

13. Model : lis meneront. See Obs. 563. — They will begin 
— They will give — They will listen — They will taste — They will 
play — They will forget — They will think. 

14. Model : Meneront^ from mener. See Obs. 564. — I raise — 
He raises — They raise — We shall raise — You would raise. 

15. See Obs. 565. — I shall love — Thou wilt admire — He will 
bring — We shall arrive — You will accept — They shall sleep — 
They will finish — I shall write — He will bite — We shall put. 



PHEASES FOE COMPOSITION 

TO BE TEAXSLATED INTO FKEXCU. 

1. We were examining the tools of the workmen — 551. 

2. We hoped to have the pleasure of seeing you — 551. 

3. How much trouble you give yourself! — 552. 



416 THIRTY-SECOND LESSON. 

4. How many persons come to your house ! — 552. 

5. Why should we not listen to their observations ? — 553. 

6. We should work if we had tools — 553. 

7. We are finishing the thirty-second lesson — 554. 

8. We do not betray our friends — 554. 

9. I hope you will come and [to] see me — 555. 

10. Those young people will possess a large fortune — 555. 

11. We expect several friends — 556. 

12. We lose a large sum of money — 556. 

13. He finishes his task to-day — 557. 

14. He blesses his children — 557. 

15. Let me finish this task — 559. 

16. Let me see what I have to do — 559. 

17. I think that I shall understand you easily — 560. 

18. I shall wait for your comrades — 560. 

19. I must try to [of] write in French — 561. 

20. IJp not lean [thyself] on the parapet — 561. 

21. I will act with firmness — 562. 

22. I will not betray my friends — 562. i, 

23. They will accustom themselves to fatigue — 563. 

24. They will forget their grief~563. 

25. I always weigh my bread and meat — 564. 

26. He will rise, because he has ambition — 564. 

27. Do you know where that child is going? — -566. 

28. There is the house where your friend dwells — 566. 

29. The question which I have put [made] to myself is a 
serious one — 567, 568. 

30. I am sorry for the trcaible which you have taJcen [given 
yourself]— 567, 568. 

31. He has stretched himself ow^ on a bench — 567, 569. 

32. She has thrown herself into the river — 567, 569. 

33. You (masc.) have forgotten yourselves — 567, 569. 

34. They (fern.) have placed themselves near the house — 
567, 569. 

35. I must he [Let me be] kind — 570. 

36. Let me not be ungrateful — 570. 
87. Give me something good — 571. 

38. Do you know any thing new ? — 571. 



THIRTY-THIRD LESSON. 417 



THIHTY-THIRD LESSON. 

FIKST DIVISION. PEACTICAL PAET. 

TEXT. 

LITERAL TRAXSLATION. 

Trente-troisi^nie le^on. 

" Passoits en rerue les principales pro- 
Let us (me) pass review principal 

lesi^ions, et voyons si je n' en trouverai 

let us see of them shall find 

pas line que je piiisse embrasser sans 

may (subj.) embrace 

m'assiijetir a des devoirs trop penibles. 

to subject duties painful 

''lie dessiii, la g-raviire, la peintiire et 

drawing engraving painting 

la musiqiie denianderaient des etudes que 

music would demand 

je ne me soiicie pas d'entreprendre. 8i 

care to undertake 

j'apprenais le droit, je pourrais devenir 

learned law might 

avoiie, hiiissier, avocat on nofaire. Jc 

attorney bailiff barrister notary 

serais peiit-etre iin jour niag^istrat, jug'e, 

should be magistrate judge 

l^^islateur.... Oiii, niais il Taudrait que 

legislator must (conditional) 

j' eiisse de qiioi subsister en attendant 5 

had (subj.) • * to subsist in the mean time 

18* 



418 



THIRTY-THIRD LESSON. 



et puis que je suivisse des coups, que 

followed (subj.) courses (of lectures) 

je passasse des exaniens, que je sufoisse 

passed (subj.) examinations underwent (subj.) 

des epreuves ri§:oureuses. Je sens Men 

trials rigorous 

que je ne reussirais pas." 

should succeed 



TEE SAME IN GOOD EN^GLISK 

" Let us examine the principal professions, and see whether I 
cannot find one that I might follow without subjecting myself to 
arduous duties. 

" Drawing, engraving, painting, and music would require 
studies which I am nowise inclined to undertake. If I should 
study the law, I might become an attorney, a bailiff, a barrister, 
or a notary. Perhaps I should one day be a magistrate, a judge, 

a legislator Yes, but I must have wherewith to subsist in the 

mean time ; and besides, I should be obliged to attend lectures, 
to pass examinations, and undergo the rudest trials. I feel I 
should never succeed." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette le^on ? 
Qu'est-que le jeune Alexis va 

passer en revue ? 
A quoi ne voudrait-il pas s'assu- 

jetir ? 
Pourquoi veut-il passer en revue 

les principales professions ? 



Que fera-t-il s'il en trouve une ? 



C'est la trente-troisi^me. 
Les principales professions. 

A des devoirs trop penibles. 

Pour voir s'il n'en trouvera pas 
une qu'il puisse embrasser sans 
s'assujetir k des devoirs trop 
penibles. 

II rembrassera*^robablement. 



TIIIRTY-THIKD LESSOX. 



419 



Qu"'est-ce qui demanderait des 

etudes qu'il ne se soucie pas 

d'entreprendre ? 
Que demanderaient le dessin, la 

gravure, la peinture et la mu- 

sique ? 
Que faudrait-il qu'il apprit pour 

deveuir avoue, huissier, avocat 

ou notaire ? 
Que pourrait-il devenir s'il ap- 

prenait le droit ? 
Que serait-il peut-etre un jour ? 

Que faudrait-il qu'il eut pour 

cela? 
Que faudrait-U qu'il suivlt ? 
Que faudrait-U qu'il passat ? 
Que faudrait-il qu'il subit ? 
Pense-t-il qu'il reussirait ? 



Le dessin, la gravure, la peinture 
et la musique. 

Des etudes qu'il ne se soucie pas 
d'entreprendre. 

II faudrait qu'il apprit le droit. 



II pourrait devenir avoue, huis- 
sier, avocat ou notaire. 

II serait peut-etre magistrat, juge 
ou legislateur. 

II faudrait qu'il etit de quoi sub- 
sister en attendant. 

II faudrait qu'il suivit des cours. 

Des examens. 

Des epreuves rigoureuses. 

Xon ; il sent bien qu'il ne reus^ 
sirait pas. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TrRXED INTO ENGLISH. 

J'ai a vous demander un service. 

De quoi s'agit-il ? 

Pouvez-vous me preter cent cin- 

quante francs ? 
Mon Dieu, non. Je suis absolu- 

raent sans argent. 
1^1 'importe. 
Je suis bien fache de ne pouvoir 

vous obliger. 
Bien, bien, n'en parlons j^lus. 
Si vous voulez venir j usque chez 

mon frere, il pourra sans doute 

vous donner cette somme. 
Non. Je peux m'en passer. 
Venez avec moi, je vous en prie. 



TO BE TURNED INTO FEENCH. 

I have a service to beg of you. 

TThat is the matter ? 

Can you lend me a hundred and 

fifty francs ? 
Dear me, no. I have no money 

at all. 
No matter. 
I am very sorry not to be able to 

oblige you. 
Well, well, say no more about it. 
If you will just come to my 

brother's, he Avill probably be 

able to give you that sum. 
No. I can do without it. 
Come with me, pray. 



420 



THIRTY-THIRD LESSON. 



Je ne veux pas voiis donner cette 

peine. 
Je V0U8 assure qne ce ne sera pas 

du tout une peine. 
Justement, le voici. 
Bonjour, messieurs. 
Bonjour, mon frere. 
Dis done, as-tu cent cinquante 

francs k preter a monsieur ? 

Je ne crois pas avoir tant que 
cela sur moi. 

En veritc, monsieur, je suis de- 
sole dc mon indiscretion, 

Attendez, voici quatre pieces de 
vingt francs, une de dix et 
trois pieces de cinq francs. 

Cela fait cent cinq francs. 

Ah ! j'ai encore vingt-cinq francs 

dans une autre poche. 
Cela ne fait toujours que cent 

trente francs. 
Croyez-vous que vous aurez as- 

sez de cela? 
Qui, cela me suffira. Je vous le 

rendrai dans quinze jours. 
Quand vous voudrez. 



I will not give you that trouble. 

I assure you it will be no trouble 
at all. 

Positively, here he comes. 

Good morning, gentlemen. 

Good morning, brother. 

I say, have you a hundred and 
fifty francs to lend to this gen- 
tleman ? 

I don't think I have so much as 
that about me. 

Indeed, sir, I deeply regret my 
indiscretion. 

Stop, here are four pieces of 
twenty francs, one of ten francs, 
and three pieces of five francs. 

It makes a hundred and five 
francs. 

Oh! I have twenty -five francs 
more in another pocket. 

Still it makes only a hundred and 
thirty francs. 

Do you think that will be suffi- 
cient ? 

Yes, that will do. I will return 
it to you in a fortnight. 

When you please. 



SECOND DIVISION. THEORETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PEGULIAEITIES IN THE TEXT.* 

Passons is a form (518) of the verb passer, already seen. Its 
literal meaning is let us pass ; but, in this lesson, it is used for 
let me pass (559). 



See note on page 282. 



THIETY-THrRD LESSOiV. 421 

Revue is one of the derivatives of voir, mentioned in the 2d 
lesson. 

Principal is a word alike in French and in English (30). 

VoYONS is the first person plural of the imperative mood of 
voir, already seen. It is used in this lesson for let me see (559). 

Trouverai is a form (320) of the verb trouver, already seen. 

PuissE is the first person singular of the present tense of the 
subjunctive mood oi pouvoir. 

Embrasser is one of the derivatives of bras, seen in the 11th 
lesson (303, 515). Its literal meaning is to take in one^s arms. 
It corresponds to the verbs to embrace, to encompass, to comprise, 
and is also used for to kiss. 

AssujETiR, which is also spelled assujettir, is derived from 
sujet, subject (148). 

Devoir, as a substantive, is derived from the verb devoir, to 
owe, to be obliged, ought, must. 

Penible is derived irom. peine, seen in the 28th lesson (543). 

Dessin, drawing, is a word of the mascuHne gender according 
to analogy (14). 

Gravure, engraving, is derived from the verb graver, to en- 
grave. 

Peinture, painting, is derived from i^Qyerh peindre, to paint. 

MusiQUE comes from the Latin musica, music (200). 

Demanderaient is the third person plural of the conditional 
mood of demander, already seen. 

572. The third person plural of the conditional mood of verbs 
ending in er in the infinitive, is formed by adding aient to 
this termination. 

Je me soucie is a form (349) of the verb se soucier, which is 
one of the derivatives of souci, seen in the 19th lesson. This 
verb is always pronominal (364). 

Entreprexdre is one of the derivatives oi p)'>'^'^dre, mentioned 
in the Yth lesson (249). 

J'apprenais is the first person singular of the imperfect tense 
of apprendre, already seen. 

Droit, as a substantive, is derived from the adjective droit, 
straight, right, upright, which comes from the Latin directus, 
straight. The primary sense of the substantive droit is right. 



422 TniRTY-THIED LESSON. 

It is often used, as in this lesson, for jurisprudence. The literal 
translation of the English word law is loi. 

Je pourrais is the first person singular of the conditional mood 
oi pouvoir. See pourrait in the 31st lesson, page 396. 

AvouE is derived from the verb avouer (52), to avow, to ac- 
knowledge, to own, which comes from the Latin advocare, to call 
in, to call in aid. 

AvocAT comes also from advocare. This word corresponds, 
however, more particularly to barrister, counsel, or counsellor. 

HuissiER signifies usher, tipstaff, bailiff, 

NoTAiRE is a word nearly the same in French and in English 
(252). 

Je SERAIS is the first person singular of the conditional mood 
of etre. 

Magistrat is one of the derivatives of maitre, mentioned in 
the 13th lesson (163). 

JuGE has been mentioned in the 21st lesson as being the radi- 
cal oi jugement. 

Legislateur is a word much the same in French and in Eng-* 
lish (403). 

Faudrait is the conditional mood oifalloir (287). 

Eusse is the first person singular of the past tense of the sub- 
junctive mood of avoir. 

The whole of this tense of avoir has now been seen : Teusse, 
tu eusses, il edt, nous eussions, vous eussiez, ils eussent. 

SuBsiSTER comes from the Latin subsistere, to subsist, formed 
of sub, under, and sistere, to stand. 

SuivissE is the first person singular of the past tense of the 
subjunctive mood of suivre, already seen. 

573. The first person singular of the past tense of the sub- 
junctive mood of verbs ending in re in the infinitive, is formed 
by changing this termination into isse. 

The whole of this tense of the verbs in re has now been seen : 
tTe suivissE, tu repondissES, il suivlT, nous repondissio'NS, vous 
perdissi'EZ, ils interro7npissE'^T. 

CouRS, in Latin cursus, is one of the derivatives of courir^ 
mentioned in the 19th lesson. It takes no additional letter in the 
plural (17). 



THIKTY-THIRB LESSON. 423 

Passasse is the first person singular of tlie past tense of the 
subjunctive mood oi passer^ ah-eady seen. 

574. The first person singular of the past tense of the sub- 
junctive mood of verbs ending in er in the infinitive, is formed 
by changing this termination into asse. 

The whole of this tense of the verbs in er has now been seen : 
Je passAssE, he elevAssus, il possedkT, nous trouvASsio^s, vous 
laissAssiEZ, Us arrivAssEST:. 

ExAMEN is one of the derivatives of examiner^ seen in the 5th 
lesson. 

SuBissE is the first person singular of the past tense of the sub- 
junctive mood of subir, which comes from the Latin suhire, 
formed of sub, under, and ire, to go ; accordingly, the formation 
of suhir and undergo is exactly the same. 

575. The first person singular of the past tense of the subjunc- 
tive mood of verbs ending in ir in the infinitive, is formed by 
changing this termination into isse. It is similar to the first 
and third persons singular of the present tense of the same mood. 
This similarity is peculiar to the verbs in ir. 

Examples have now been seen of the first person singular of 
the past tense of the subjunctive mood, in the three regular forms 
of conjugation and the two auxiliaries, in the following phrases : 

'•' II faudrait que je pass as,se des examensr — 33d lesson. 

'''• II faudrait que je 5w6isse des epreuvesP — 33d lesson. 

'■'' II faudrait que je suivissE des cours^ — 33d lesson. 

"// n'exigerait i^cis que je fusse plus ranged — 30th lesson. 

'''• II faudrait que j'evsse de quoi suhsisterT — 33d lesson. 

Epreuve is derived from the verb prouver, to prove, which 
comes from the Latin probare, to approve or to prove. It signi- 
fies trial, test, or proof . 

Rigoureuses is the plural feminine of rigoureux (141, 142). 

Rf;ussiRAis is the first person singular of the conditional mood 
o^ reussir, seen in the l7tli lesson. 

576. The first person singular of the conditional mood of verbs 
ending in ir in the infinitive, is formed by adding ais to this 
termination. It is similar to the second person singular of the 
same mood. 



424- THIETY-THIKD LESSON. 



SYNTAX.* 



Je n'en trouverai pas line. 

The translation of this phrase is : / shall not find one. 

The pronoun en, referring here to professions^ and signifying 
of them, is not rendered, being considered superfluous with the 
uumeral adjective une, one. 

The same omission would take place with an adverb of quan- 
tity, thus : " e/'EN trouverai heaucoup, I shall find many." 

577. The pronoun en, signifying of it, of that, of them, is 
employed in French, with adjectives of number or adverbs of 
quantity, when there is an antecedent in the phrase. 



line profession que je puisse emhrasser. 

Je puisse is the subjunctive mood. The indicative is je puis 
or je peux. 

The phrase expresses doubt. 

578. When the subjoined phrase is connected with the prin- 
cipal one by a relative pronoun, as qui, que, dont, oil, and de- 
notes something doubtful or uncertain, the subjunctive mood is 
properly employed. 



II y a une 2^rofession que je puis emhrasser. 

579. But if the subjoined phrase admits of no doubt, the in- 
dicative mood must be employed. 



La peinture et la musique demanderaient. 
La peinture, la musique demanderaient. 

580. When the verb has several subjects in the singular, either 
substantives or pronouns of the third person, joined by the con- 
junction et, expressed or understood, it takes the plural form. 

* See note on page 282. 



THIKTY-THIRD LESSON. 425 



EXERCISES 

UPON THE GEA]M]MATICAL OBSEEVATIO^^S AND UPON THE EULES OF 
SYNTAX. 

1. Model : lis demanderaient. See Obs. 5*72. — They would 
accustom — They would embrace — They would throw — They 
would occupy — They would remain — They would subsist. 

2. Model: Que je suivisse. See Obs. 573. — That I might 
wajt — That I might hear — That I might lose — That I might an- 
swer — That I might sell. 

3. Model: Que je passasse. See Obs. 574. — That I might 
decide — That I might embrace — That I might oblige — That I 
might remain — That I might subsist — That I might find. 

4. Model : Que je subisse. See Obs. 575, — That I might 
subject — That I might sleep — That I might hate — That I might 
open — That I might succeed — That I might feel. 

5. Model : Je reussirais. See Obs. 576. — I should warn — I 
should finish — I should enjoy — I should languish — I should obey 
— I should perish — I should suffer — I should undergo. 

6. Model : Je r^'EN trouverai ^;a6' une. Syntax, 577. — I have 
one — Thou hast two — He has three — We have four — You have 
five — They have six — I shall give you many — We shall ac- 
cept one. 



PHRASES FOR COMPOSITION 

TO BE TEANSLATED INTO FEENCH. 

1. If he were [was] a barrister, the judges would listen to him 
with pleasure — 572. 

2. Children would like this study, if it were [was] more at- 
tractive — 572. 

3. He was indulgent, though I answered badly — 573. 

4. I heard them, though I pretended to be deaf — 573. 
6. My parents wished I should distinguish myself — 574. 
C. You understood me, though I spoke very fast — 574. 



426 THIRTY-THIRD LESSON. 

7. Thej required me to betray my friends — 5*75. 

8. It was impossible for me to obey them — 575. 

9. I should sleep, if I had nothing to do — 576. 

10. I should finish my task, if you did not interrupt me — 576. 

11. If you have no place, I have one to give you — 577. 

12. He has learned two lessons, and his brother has learned 
three — 577. 

13. How many words do you know? — I have not reckoned 
them, but I know a great many — 577. 

14. Do you like this fish ? — Yes, but you have given me too 
much — 577. 

15. Do not give any more fruit to this little boy; he has 
enough — 577. 

16. Tell me something that I can understand — 578. 

17. You have pronounced several words that I can understand 
—579. 

18. Ask /or a book that will amuse you — 578. 

19. I will give you a book that will amuse you, I am sure [of 
it] — 579. 

20. I hope to find a friend that will not be ungrateful — 578. 

21. I have found a friend that will not be ungrateful — 579. 

22. I wish /or a place that is agreeable — 578. 

23. I wish /or that place, which is an agreeable one — 579. 

24. My father and m.other are in the garden — 580. 
.25. James and his brother will depart together — 580. 

26. He and she will speak to you — 580. 

27. The attorney, the counsel, the judge, think that that man 
is innocent — 580. 



THIRTr-FOUETH LESSON. 427 



THIRTY-FOUHTH LESSON. 

FIEST DIVISION. PEACTICAL PAET. 

TEXT. 
LITERAL TEAySLATIOy. 

Trenfe-quatri^Biie le^on, 
" D'ailleurs, j'ai horreiir de la chicane. 

Besides horror chicanery 

A chaque debat ou je prendrais part, je 

every debate in which should take 

craindrais d'etre rediiit an §ileiice par les 

should fear reduced silence 

subtilites de ines adversaires ; et jamais je 

subtiUties adversaries 

ne saurais prourer que le noir e^t blanc. 

should know to prove black white 

" J'ainierais assez les Touctious de nie- 

Should like functions phy- 

decin. CelSes-la ne doivent pas eire Men 

sician Those ought 

iati^antes. Pour peu que vous ayez de 

fatiguing ha^(subj.) 

la reputation, tous achetez uue voitiire et 

reputation buy coach 

des chevaui:. D^s lors, tout le nionde a 

horses From then 

con fiance en vous, et vous tachez de 

• endeavor 

meriter cette confiance. | Vous vous 

to deserve You re- 



428 



THIETY-FOUETH LESSON. 



rendez | cliez tos malades en cabriolet ou 

pair patients cabriolet 

en coupe. On vows revolt avec autant 

chariot receives as iiuich 

d'eiMpresseBaaenf qwe si vows apporties 

eagerness brought 

inrailliblenient la g^uerison. On tous 

infallibly cure 

ecoiite coninie nn oa-acle." 

listens oracle 



THE SAME IN GOOD ENGLISH. 

*' Besides, I abhor chicanery. In every argument I should be 
engaged in, I should fear to be nonplused by the subtilities of my 
adversaries ; and I should never be able to prove that black is 
white. 

" The practice of a physician would please me well enough. 
This cannot be very arduous. If you get into the least reputa- 
tion, you buy a carriage and horses. From that instant every 
body has faith in you, and you do your best to deserve it. You 
repair in a cabriolet or a chariot to visit your patients. You are 
received with as much welcome as if you were the bearer of an 
infEillible cure. You are listened to like an oracle." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette legon ? 

De quoi Alexis a-t-il horreur ? 

Alexis aime-t-il la chicane? 

Dans quelle circonstance crain- 
drait-il d'etre reduit au silence ? 

Par quoi craindrait-il d'etre re- 
duit au silence ? 



C'est la trente-quatrieme. 

De la chicane. 

ISTon ; il en a horreur. 

A chaque debat oii il prendrait 

part. 
Par les subtilites de ses adver- 

saires. 



THIKTl'-FOrETH LESSON. 



429 



Que craindrait-il a chaque debat 

ou il prendrait part ? 
Qu'est-ce qn'il ne saurait jamais 

prouver ? 
Quelles fonctions aimerait-il as- 

sez ? 
Pourquoi les aimerait-il assez ? 

Que fait-on pour peu qu'ou ait 
de la reputation dans cette pro- 
fession ? 

Qu'arrive-t-U d6s lors ? 

Que tache-t-on de meriter ? 
Comment le medecin se rend-il 

chez ses malades ? 
Chez qui se rend-il en cabriolet 

ou en coupe ? 
Comment le re^oit-on ? 



Comment Tecoute-t-on ? 



D'etre reduit au silence pai* les 

subtOites de ses adYersaires. 
Que le noir est blanc. 

Les fonctions de medecin. 

Parce qu'il pense qu'eUes ne doi- 
vent pas etre bien fatigantes. 

On achete une voiture et des che- 
vaux — oi\ Yous acbetez une 
Toiture et des chevaux. 

Que tout le monde a confiance en 
vous. 

Cette confiance. 

En cabriolet ou en coupe. 

Chez ses malades. 

Avec autant d'empressement que 
s'il apportait infailliblement la 
guerison. 

Comme un oracle. 



SENTENCES FOE OEAL TEANSLATION. 



TO BE TUE^TED IXTO ENGLISH. 

J'ai besoin de toutes sortes de 

choses. You lez- vous venir avec 

moi les acheter ? 
Je le veux bien. 
Yous m'obligerez beaucoup. 
Quelles sont les choses dent vous 

avez besoin ? 
D'abord, des livres et du papier. 
Quels livres vous faut-il ? 
Des livres de droit et de medecine. 
Est-ce que vous avez le projet 

d'exercer deux professions k la 

fois? 



TO BE TUEXED EsTO FEENCH. 

I want a variety of things. "Will 
you come with me to buy 
i them ? 
Willingly. 

You will obhge me very much. 
What things do you want ? 

First, some books and paper. 
What books do you want ? 
Books of law and physic. 
Do you intend to practise tjvo 
professions at the same time? 



430 



THIKTY-FOUETH LESSON. 



Je n'ai pas cette pretention. 

Mon pere vent que je sois avo- 
cat ; c'est pourquoi je fais mon 
droit. 

Bon. 

Mais je ne sms pas fa,che d'ac- 
querir quelques notions de me- 
decine pour ma propre satis- 
faction. 

J'entends. Que vous faut-il en- 
core ? 

Des outils de menuisier. 

Pourquoi faire ? 

Pour en faire usage. 

Vous-meme ? 

Oui. Pourquoi pas ? 

Quelle occupation ! 

Je vous assure que c'est une oc- 
cupation tres-attrayante. 

Est-ce tout ce qu'il vous faut ? 

^on. Je voudrais acheter aussi 
des lignes et des hamegons. 

Je comprends mieux ce gout-la. 

C'est que vous le partagez, peut- 
etre? 

II y a sur les quais plusieurs bou- 
tiques oil nous trouverons tout 
ce qu'il faut pour la p6che. 

Eh bien, commenQons par la. 



I have no such pretension. 

My father wishes me to be a bar- 
rister ; I am therefore studying 
the law. 

Good. 

But I have a mind also to acquire 
some notions of physic for my 
own satisfaction. 

I understand. What do you want 
next? 

Some joiner's tools. 

What for? 

To use them. 

Yourself? 

Yes. Why not? 

What an occupation ! 

I assure you it is a very alluring 
occupation. 

Is that all you want ? 

No. I want to buy some fishing- 
lines and hooks also. 

I understand that fancy better. 

Because you partake it, perhaps ? 

There are on the quays several 
shops in which we shall find all 
that is requisite for fishing. 

Well, let us go there first. 



SECOND DIVISION. 



-THEOEETICAL PAET. 



ANALYTICAL STUDY 

OF THE GEAMMATIOAL PECULIARITIES IN THE TEXT. 

D'ailleurs is formed of de and ailleurs, elsewhere. It cor- 
responds to the English adverb besides. 



See note on page 282. 



i 



THmTT-FOtJRTH LESSON. 431 

HoRREUR comes from the Latin horror. It is feminine (95). 

Chicane is feminine according to analogy (15). 

Chaque is an indefinite pronominal adjective. 

All the indefinite pronominal adjectives have now been seen, 
in the following phrases : 

'■'•lis ne rendent aucun serviced — 11th lesson. 

"^ chaque dehat ou je prendrais party — 34th lesson. 

" Oelle qu'il avait regue Zwi-meme." — 4th lesson. 

^'' N'ayons nulZc autre penseeP — 14th lesson. , 

"Plusieurs des comimgnons d'Alexis^ — 12th lesson. 

" Quel faineant / " — 3d lesson. 

" D^une maniere quelconque." — 24th lesson. 

"^M hout de QUELQUES moisy — 6th lesson. 

'•'■Vous travailldtes avec une ardeur TEL/e." — 2 2d lesson. 

'''' Raisonnahle a tout agey — 14th lesson, 

Debat is derived from battre, mentioned in the 26th lesson as 
being the radical of combattre. The verb corresponding to debat 
is debattre, to debate. 

Prendrais is the first person singular of the conditional mood 
o{ prendre, already seen. 

Craindrais is the first person singular of the conditional mood 
of craindre, to fear. This verb is one of those in which the let- 
ters nd are changed into gn in some of the tenses (446). 

581. The first person singular of the conditional mood of 
verbs ending in re in the infinitive, is formed by changing the 
final e into ais. It is similar to the second person singular of 
the same mood. 

The whole of this mood of the verbs in re has now been seen : 
Je craindRAis, tu attendRXis, il plaindRAiT, nous perdnio^ss, vous 
apprenduiEZ, Us conduiRAiE^T. 

RfeDuiT is the past participle of the irregular verb reduire, to 
reduce. 

Silence comes from the Latin silentium, silence. It is mas- 
culine by exception (15). 

SuBTiLiTiS: is derived from the adjective subtil, subtile, subtle, 
which comes from the Latin subtilis, thin. It is feminine (241). 

Adversaire is a word much the same in French and in Eng- 
lish (252). 



432 THIRTY-FOTJETH LESSON. 

Saurais is the first person singular of the conditional mood of 
savoh'. 

Prouver has been mentioned in the 33d lesson as being the 
radical of epreuve. 

NoiR has been mentioned in the 12tli lesson as being the radi- 
cal of noirci)', to blacken. 

Blanc comes from the German blank, or from the Spanish 
bianco, white. Its feminine is irregularly formed ; it is blanche. 
The same irregular formation has been seen in franche, feminine 
of franc (14th lesson), and in seche, feminine oi sec (13th lesson). 

Aimerais is the first person singular of the conditional mood 
of aimer, already seen. 

582. The first person singular of the conditional mood of verbs 
ending in er in the infinitive, is formed by adding ais to this 
termination. It is similar to the second person singular of the 
same mood*(5'7'6, 581). 

The whole of this mood of the verbs in er has now been seen : 
t/'ai??zERAis, tu fempressERAis, il exiffERAiT, nous epar^wERioNs, 
vous trouvERiEZ, Us demandER AiE^T. 

FoNCTioN comes from the Latin functio, performance, practice. 
It is feminine (99). 

Mi^DECiN comes from the Latin medicus, physician. 

Celles is the plural oi celle, seen in the 4th lesson (100). 

All the demonstrative pronouns have now been seen, in the 
following phrases : 

"C'es^ un proverbey — 1st lesson. 

'■'' Est-CE quHl ne se corriy era jamais ? '^'' — 3d lesson. 

'■'' Mon pere est en ceci comme toutes les vieilles gens^ — 30th 
lesson. 

" II appelait oela une douce et molle reverie'^ — 9th lesson. 

*' Ou dans celui du Luxembourg^ — 9th lesson. 

" Superieure a celle quHl avait recue^'' — 4th lesson. 

" Quels que fussent ceux qui les faisaientr — 19th lesson. 

"CsLLES-^a ne doivent pas etre fatigantesr — 34th lesson. 

For the combination of celles and la, see 352. 

DoivENT is the third person plural of the present tense of the 
indicative mood oi devoir, seen in the 29th lesson. 

Fatigant is derived iroxn fatigue, seen in the 29th lesson. 



THIETr-FOURTH LESSON. 433 

Ayez is the second person plural of the present tense of the 
subjunctive mood of avoir. 

The whole of this tense of avoir has now been seen : J'aie^ tu 
aies., il ait, nous ayons, vous ayez^ ils aient. 

Examples have now been seen of the second person plural of 
the present tense of the subjunctive mood, in the three regular 
forms of conjugation and the two auxiliaries, in the following 
phrases : 

"t/e ne dis pas qu'il soit nicessaire que vous passiEZ des nuits." 
— 23d lesson. 

" Que vous jaunissiEZ sur des livres.^^ — 23d lesson. 

" Que vous vous 7'endiEZ malade." — 23d lesson. 

" Nous attendrons que vous soyez pretr — ] 8th lesson. 

'■'■ Pour peu que vous ayez de la reputation^ — 34th lesson. 

Reputation comes from the Latin reputatio, reckoning, con- 
sideration, derived from the \erh puta?^e, to estimate. It is fem- 
inine (99). 

AcHETEZ is a form (414) of the verb acheter, to buy. 

VoiTURE, from the Latin vectura, carriage, is feminine accord- 
ing to analogy (15). 

CiiEVAUx is the plural of cheval (3*79), seen in the 19th lesson. 

Des is a preposition signifying /?-o??i. 

LoFis has been mentioned in the 21st lesson as being the radi- 
cal of alors. 

Tout le monde, literally all the world, is often used for every 
body. 

Taciiez is a form (414) of the verb tctcker, which is derived 
from tache, seen in the 2 2d lesson. 

Mekiter is derived from merite (303), merit, desert. 

Rkndez is the second person plural of the present tense of the 
indicative mood of rendre, seen in several lessons in the sense of 
to render or to make. With the pronominal form, se rendre sig- 
nifies either to repair, to go, or to yield, to submit. 

583. The second person plural of the present tense of the in- 
dicative mood of verbs ending in re in the infinitive, is formed 
by changing this termination into ez. It is similar to the same 
person of the imperative mood. 

Re^oit is the third person singular of the present tense of the 

19 



434 TIIIETY-FOtRTII LESSON. 

indicative mood of the irregular verb recevoi?', seen in the 4th 
lesson. 

584. Autant, derived from tant, is an adverb denoting 
eqnahty, and corresponding to as rnuck, as many^ so much, so 
many. The conjunction as, following these adverbs, is rendered 
by que. 

Empressement is derived from the verb s'^empresser, seen in 
the 29th lesson (153). 

Apportiez is the second person plural of the imperfect tense 
oi apporter, seen in the 16th lesson, and one of the derivatives of 
porter, mentioned in the 7th lesson. 

585. The second person plural of the imperfect tense of verbs 
ending in er in the infinitive, is formed by changing this ter- 
mination into iez. It is similar to the same person of the pres- 
ent tense of the subjunctive mood (437). 

The whole of this tense of the verbs in er has now been seen : 
Je desirAis, tu souhaitAis, il exer^AiT, nous ^coutw^s, vous op- 
portiEz, Us contribu AiEinT. 

Examples have now been seen of the second person plural of 
the imperfect tense, in the three regular forms of conjugation 
and the two auxiliaries, in the following phrases : 

'•'• Aidant (T empressement que si vous apportiez la guerisonP — 
34th lesson. 

'■^Vous langui'ssiY.z dans Vohscurite^ — 22d lesson. 

'■''Si vous poursuivmz vos etudes^ — 21st lesson. 

"FoM5 ETiEZ le moins avanceP — 22d lesson. 

'■''Jamais vous ?^'AVIEZ ohtenu."" — 22d lesson. 

The whole of the imperfect tense in the three regular forms 
of conjugation has now been seen, and the eighteen different ob- 
servations by which its terminations have been pointed out may 
be condensed into one general rule. 

586. § 1. The terminations of the imperfect tense are 
ais, ais, ait, ions, iez, aient, substituted for those of the 
infinitive in verbs in er and in re. 

§ 2. In verbs in ir, the above terminations are added to the 
invariable syllable iss, substituted for ir, thus : issais, issais, 
issait, issions, issiez, issaient. 



THmXY-FOrRTII LESSON. 435 

§ 3. The first and second persons singular of this tense pre- 
sent no difference between them. 

§ 4. The first and second persons plural of this tense are simi- 
lar to the same persons of the present tense of the subjunctive 
mood. 

§ 5. A consequence of this rule is, that in the verbs ending in 
ier, as etudier, ouhlier, prier, the letter i must be doubled in the 
first and second persons plural ; and that, in the verbs ending in 
yer, as o.ppuyer^ essay er^ the y must be followed by i in the 
same persons. 

Infailliblement is one of the derivatives oifaillir, mentioned 
in the first lesson (170, 543, 31). 

GuERisoN is derived from the verb guerir, to cure. If is fem- 
inine by exception (14). 

EcouTE is a form (22) of the verb ecouter, already seen. 

Oracle comes from the Latin oraculum, oracle. It is mas- 
culine. 

587. § 1. Substantives ending in cle are masculine. Some 
of them are the same in both languages, as Oracle, miracle, spec- 
tacle, etc. 

§ 2. The following are feminine by exception, or rather they 
follow the general rule (15) : Besides, eye-glass, spectacles ; houcle, 
buckle ; d(^hacle, breaking up (of the ice) ; escarboucle, carbuncle; 
made, water-caltrop ; mayiide, hand-leather ; sanicle, sanicie. 



SYNTAX* 

Tout le monde a conjiance en vous, et vous tdchez de meriter 
cette confiance. 

In the first part of this sentence, the substantive confiance ex- 
presses but one idea with the verb avoir ; avoir confiance signi- 
fying to trust, as avoir horreur signifies to loathe, and a^ prendre 
part signifies to share or to partici'pate. It is accordingly em- 
ployed without an article (22Y). 

* See note on page 282. 



436 THIRTY-FOTTRTH LESSON. 

The repetition of this substantive in the second clause of the 
sentence is obligatory ; it would be improper to substitute a pro- 
noun for it, and to say : Et vous tdchez de la meriter. 

588. § 1. A pronoun cannot represent a substantive used in 
an undetermined sense, without an article or any other deter- 
minative, such as c^, wn, mon,plusieurs^ etc., especially when this 
substantive is combined with a verb or a preposition with which 
it expresses a single idea. 

§ 2. To render the use of a pronoun correct in such phrases, the 
construction must be so disposed as to restrict the sense of the 
substantive by means of a definitive, as for instance : Tout le 
monde a en vous une confiance que vous tdchez de meriter ; or. 
Tout le monde a en vous une grande confiance, et vous tdchez 
de la meriter. 



EXERCISES 

UPON THE GEAMMATICAL OBSEKVATIONS AND UPON THE EULES OF 
SYNTAX. 

1. Model : Je craindrais. See Obs. 581. — I should learn — 
I should drink — I should believe — I should write — I should put 
— I should reduce — I should follow. 

2. Model : J'aimerais. See Obs. 582. — I should buy — I should 
embrace — I should gain — I should throw — I should leave — I 
should deserve — I should occupy — I should prove — I should re- 
main — I should subsist — I should endeavor. 

3. Model : Vous rendez. See Obs. 583. — You live — You sell 
— You follow — You answer — You pity — You put — You bite — 
You interrupt — You melt — You hear — You defend — You fear — 
You wait. 

4. Model : Vous apportiez. See Obs. 585. — You called — You 
loved — You blamed — You reckoned — You gave — You studied — 
You gained — You played — You ate — You forgot — You prayed 
— You looked — You found. 

5. See Obs. 586.— I stopped— Thou calledst— He loved — We 
brought — You accepted — They arrived — We finished — You fur- 



i 



THTRTY-FOUETH LESSON. 437 

nished — I interrupted — Thou wast putting — He pretended — We 
lost — You promised — They answered. 

6. Model : Un oracle. See Obs. 587. — A spectacle— A mira- 
cle — The tabernacle — This obstacle — This receptacle — This article 
— A muscle. 



PHRASES FOR COMPOSITION. 

TO BE TEAXSLATED INTO FEEXCH. 

1. I should live happy in this house — 581. 

2. I should follow you with pleasure — 581. 

3. I think [that] I should understand all your questions, but 
I should not answer [to] them well — 581. 

4. I should work from raorninof till nio^ht — 582. 

5. If you had any fish, I should eat some with pleasure — 582, 

6. I should accept your services, if I wanted them — 582. 

7. Are you waiting for the coach ? — 583. 

8. Why do you not follow your comrades ? — 583. 

9. If you hear him, why do you not answer him ? — 583. 

10. I have as much patience as you — 584. 

11. My physician has as many patients as yours — 584. 

12. Thou hast not so much experience as he — 584. 

13. You have not so many tools as the joiner — 584. 

14. Have you as many horses as your friend has? — 584. 

15. You do not eat so much as your brother — 584. 

16. There is the man of whom you were speaking — 585. 

17. What were you looking at on that bridge ? — 585. 

18. Did you know that I should arrive to-day ? — 585. 

19. We saw a fine spectacle — 587. 

20. We fear to meet with an obstacle — 587. 

21. He is accustomed [He has custom] to take a walk every 
morning, and I think it good — 588. 



438 THIRTY-riFTH LESSON. 

THIRTY-FIFTH LESSON. 

FIKST DIVISION. PKACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

Trente-ciuqui^me le§oii. 
^' A peine etes-ious entre, que le lualade 

Scarcely entered when 

se sent niieux. Tous lui tatez le pouts, 

feels to hirn feel pulse 

en tirant une montre a seconder de Totre 

drawing watch seconds 

g^ousset. Vous le priez ensuite de vows 

fob pray afterwards 

montrer sa lan^ue. Tous lui deinande:^ 

to show tongue ask 

o^ il soulTre, comment il dort, s'il a de 

suffers sleeps 

I'appetit. Tous lui laites quelques autres 

appetite make 

questions ^ apr^s quoi vous prenez la 

which take 

plume. Vous prescrivez, selon le cas, Ja 

pen prescribe according to case 

di^te, la saig'nee ou les sang-sues ; ou Men 

diet bleeding leeches 

iin cataplasnie, un v^sicatoire, un en^pla- 

poultice blister pias- 

tre ; ou Men encore de I'eiiietique, usae 
ter emetic 



THIRTY-FIFTH LESSOX. 439 

tisane^ eiiliii le remade qtia voiis parait Be 

ptisan in short remedy appears 

plus coiiveiiaMe, Et voii§ §'ii€Fis§es ^itel- 

fit cure 

c|is€ibi§. ]IIaIlietife^s§eiiieiit5 pour en ar- 

Unfortunately ar- 

river la, il ijiist eiicoa'e ettidiei'. II fkut 

rive 

coimaKre I'aaaatoiiiie, la pliysiolog-fe, la 

know anatomy physiology 

thea'apefali<!2ise .... qsie sals-je ? " 

therapeutics what know 



TffU SAME IN GOOD ENGLISH. 

" You are scarcely shown in when the patient finds himself 
better. Drawing a second-watch from your fob, you feel his 
pulse, you desire him next to show you his tongue. You ask 
him where his pain is, how he sleeps, whether he has any appe- 
tite. You put a few more questions to him ; after which you 
take up a pen. You prescribe, according as the case may be, 
strict diet, bleeding, leeches ; or a poultice, a blister, a plaster ; 
or perhaps an emetic, a diet-drink, in short the remedy which 
you judge fittest. And you may happen to cure him. Unfor- 
tunately, to arrive at all this, it is still necessary to study. One 
must know anatomy, physiology, therapeutics, and I know not 
what." 



QUESTIONS AND ANSWERS FOR CONVERSATION, 



Quelle est cette leQon ? 
Comment le nialade se sent-il 

quand le niedeciu est k peine 

entre ? 
Quand le malade se sent-il mieux ? 



C'est la trente-cinquieme. 
II se sent mieux. 



Quand le medecin est h. peine 
entre. 



440 THIETT-FIFTH LESSON. 

Que fait Je medecin ? 

Que fait-il en meme temps ? 

Que fait-il ensuite? 

Que lui demande-t-il apr^s cela? 



Est-ce tout ce qu'il lui demande ? 

Que fait-il apres cela ? 
Que prescrit-il selon le cas? 

Peut-il prescrire autre cliosc; ? 

Que peut-il prescrire encore? 
Lequel de ces remedes prescrit-il 

de preference ? 
Le medecin guerit-il toujours? 
Que faut-il faire, pour en arriver 

la? 
Que faut-il connaitre ? 



II lui t^te le pouls — or^ II tate le 
pouls du malade. 

II tire une montre a secondes de 
son gousset. 

II prie le malade de lui montrer 
sa langue. 

II lui demande ou il souifre, com- 
ment il dort, et s'il a de I'appe- 
tit. 

II lui fait quelques autres ques- 
tions. 

II prend la plume. 

La diete, la saignee, ou les sang- 
sues. 

Qui: un cataplasrae, un vesica- 
toire ou un emplatre. 

De I'emetique ou une tisane. 

Celui qui lui parait le plus con- 
venable. 

II guerit quelquefois. 

II faut etudier. 

II faut connaitre Tanatomie, la 
physiologic, la therapeutique, 
et beaucoup d'autres choses. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUENED INTO ENGLISH. 

Comment vous trouvez-vous au- 

jourd'hui? 
Mai, docteur ; je n'ai pas dorrai 

de la nuit. 
Avez-vous pris votre potion ? 
Oui, mais cela ne m'a pas calme. 
Ou souffrez-vous ? 
J'ai des douleurs dans tons les 

membres. 
Yoyons votre langue. 



I TO BE TUENED INTO FEENCH. 

How do you feel to-day ? 

But poorly, doctor; I had not a 

wink of sleep all night. 
Did you take your draught ? 
Yes, but it did not compose me. 
Where do you suffer? 
All my limbs ache. 

Let me see your tongue. 



THIRTY-FirTH LESSON. 



441 



Yous la trouvez bien blanche, 

n'est-ce pas ? 
Non, pas trop. 
Je me sens bien faible. 
C'est le resultat de la saignee 

d'hier. 
n me semble que si je mangeais, 

cela me ferait du bien, 
Cela vous ferait beaucoup de mal, 

au contraire. 
La di^te la plus severe est indis- 
pensable. 
Vous me trouvez done bien ma- 
lade, docteur? 
Je ne vous dis pas cela. Je dis 

seulement qu'il ne faut pas 

faire d'imprudence. 
Je trouve ma tisane bien amere. 
Dans deux ou trois jours, je vous 

en donnerai une autre. 
Faudra-t-il prendre encore une 

potion ce soir ? 
Oui. Et cette fois, je pense que 

vous dormirez bien. 
Croyez-vous que cette maladie 

sera longue ? 
Non. Je vous reponds que vous 

serez bient6t gueri. 



You find it very wMte, don't 

you? 
No, not very. 
I feel very weak. 
It is ow^ing to the bleeding of 

yesterday. 
It seems to me that if I ate, it 

would do me good. 
It would, on the contrary, do you 

a great deal of harm. 
The strictest diet is indispensable. 

Do you then think I am very ill, 

doctor ? 
I do not say so. I only say you 

must not act imprudently. 

I find my ptisan very bitter. 

In two or three days, I will give 
you another. 

Must I take another draught to- 
night ? 

Yes. And this time, I think you 
will sleep well. 

Do you believe this illness will 
last long ? 

No. I warrant you will soon be 
cured. 



SECOND DIVISION. 



■THEORETICAL PART. 



ANALYTICAL STUDY 

OF THE GRAMMATICAL PECULIAETTIES IN THE TEXT.* 

A PEINE, formed of two words already seen, is an adverbial 
locution, corresponding to scarcely or hardly. It has been 
omitted by oversight in the enumeration of the adverbs after 
which the subject pronoun may follow the verb (228). 



See note on page 282. 

19* 



442 THIETY-Fn^TH LESSON. 

Entr6 is a form (52) of the verb entrer, to enter. 

Sent is the third person singular of the present tense of the 
indicative mood of sentir, already seen. 

Tatez is a form (414) of the verb tdter. 

Tater and sentir are both translated by to feel ; but the sense 
of tater is much more restricted : it is to feel by touching or 
handling gently. 

PouLs comes from the Latin 2^ulsus, beating, derived from the 
verb 2^ulsare, to beat, as can be seen by the derivative pulsation, 
a beat. 

TiRANT is a form (115) of the verb tirer, seen in the 28th 
lesson. 

MoNTRE is derived from the verb montrer, to show, which has 
been mentioned in the 23d lesson as being the radical of remon- 
trance. It has the following acceptations : show, sample, show- 
glass or show-window, and watch or time-piece. It is feminine, 
though ending in tre (342). 

Seconde is a substantive. It is feminine according to anal- 
ogy (15). 

Gousset is mascuhne according to analogy (14). 

Priez is a form (414) of the verb^^nVr, already seen. 

Ensuite, formed of the two words en, in, and suite, sequel, is 
one of the derivatives oi suivre, mentioned in the 3d lesson. 

Demandez is a form (414) of the verb demander, already seen. 

Souffre is the third person singular of the present tense of 
the indicative mood of the irregular verb souffrir, seen in the 
29th lesson. 

DoRT is the third person singular of the present tense of the 
indicative mood of the irregular verb dormir, seen in the 20th 
lesson. 

AppfiTiT comes from the Latin appetitus, longing, desire, de- 
rived from petere, to seek. It is masculine according to analogy 
(14). 

Faites is the second person plural of the present tense of the 
indicative mood of faire. Remark that, in French, they say : 
"To make a question, /atVe une question.^^ 

Prenez is the second person plural of the present tense of the 
indicative mood oi prendre. 



THIKTY-FIFTH LESSON. 443 

Plume comes frora the Latin 2^lu7na, down or feather. It cor- 
responds to the EngHsh words, feather, quill, and pen. 

Prescrivez is the second person singular of the present tense, 
indicative mood, of prescrire, one of the derivatives of ecrire, seen 
in the 23d lesson. It is irregular hke the radical. 

Selon is a preposition which corresponds to according to. 

Cas is a word which does not change in the plural {1*1). 

DiETE comes from the Latin dioeta, diet. Its primary sense is 
the same as that of the English word diet ; but it is more com- 
monly used for strict diet, or fasting. 

Saignee is allied to the verb saigner, to bleed, derived from 
sang, blood, which comes from the Latin sanguis, blood. 

Sangsue is also derived from sang. The second syllable, 
sue, is the contraction of suce, sucks, a form of the verb sucer, 
to suck. 

Cataplasme, from the Greek xa-ra-rXatf/j.a, poultice, is mas- 
culine. 

589. Substantives ending in asme are masculine. 
Vesicatoire, derived from vessie, bladder, blister, is masculine. 

590. § 1. Substantives ending in toire are masculine. 

§ 2. The following are feminine by exception, or rather follow 
the general rule (15) : Decrottoire, hard brush ; echappatoire, sub- 
terfuge ; ecritoire, inkstand ; eupatoire, eupatory ; histoire, his- 
tory (16th lesson); imperatoire, master-wort; victoire, victory. 

Emplatre comes from the Greek sij.it'Xa(trpov, plaster. It 
must not be confounded with pldtre, which signifies plaster only 
in the sense of gypsum. It is masculine (341). 

fin^TiQUE, from the Greek iixznxos, vomitory, is masculine by 
exception (15). 

Tisane, from the Greek ^Tiircfav'/), barley-broth, is feminine 
according to analogy (15). 

Remede, from the Latin remedium, remedy, is masculine by 
exception (15). 

ParaIt is the third person singular of the present tense of 
the indicative mood of the irregular verb paraltre, to appear. 

CoNVENABLE is oue of the derivatives of venir, mentioned in 
the 15th lesson. 

GufiRissEz is the second person plural of the present tense of 



444: THIRTY-FIFTH LESSON". 

the indicative mood of guerir, mentioned in the 34th lesson as 
being the radical of guerison. 

591. The second person plural of the present tense of the in- 
dicative mood of verbs ending in ir in the infinitive, is formed 
by changing this termination into issez. It is similar to the 
same person of the imperative mood (382). 

The whole of this tense of verbs in ir has now been seen : 
J'avertis, tu rejiechis, il ctgiT, nous Aai'ssoNS, vous gtierissKZ, Us 

Examples have now been seen of the second person plural of 
the present tense, indicative mood, in the three regular forms of 
conjugation and the two auxiliaries, in the following phrases : 

^^Vous ne manquEZ pas de m^moirer — 21st lesson. 

" FoM.s ^z^e;-issEZ quelquefoisy — 35th lesson. 

^''Vous vous rend^-L chez vos malades.''^ — 34th lesson. 

" Ce dont vous ^tes capable T — 23d lesson. 

" Si vous n'AVEZ pas d'argenV — 19th lesson. 

Arriver has been seen in the past tense of the subjunctive 
mood, in the 19th lesson. 

ConnaItre is an irregular verb, mentioned in the 5th lesson 
as being the radical of connaissance. It has been seen also in 
the present tense of the indicative mood, in the IGth lesson. 

Anatomie, from the Greek avarofx/a, dissection, anatomy, is a 
word nearly the same in French and in English (199). 

Physiologie, from the Greek (putfJoXoyj'a, physiology, is a word 
nearly the same in French and in English (199). 

THfiRAPEUTiQUE comcs from the Gr^ek ^s^oLitZMTixlg, disposed 
to heal. 

592. The names of sciences which have in English the plural 
termination ics, as therapeutics, optics, mechanics, etc., end in 
French in ique^ and are employed in the singular. There is 
one exception, viz. les math^matiques, mathematics. 



THIKTY-FIFTH LESSON. 445 



SYNTAX.* 



Vous lui tdtez le pouls. 

593. § 1. It has been seen (62) that the article le, la, les may 
be substituted for a possessive adjective before a regimen. This 
substitution is particularly proper before the name of a part of 
the body, or of a mental faculty ; but, in order to avoid am- 
biguity, care must be taken to make use of a pronoun showing 
who the possessor is. 

§ 2. This pronoun is an indirect regimen when the substantive 
is a direct one, as in the phrase, " Vous lui tdtez le pouls ; " and 
a direct regimen when the substantive is an indirect one, thus : 
^^Vous LE prenez par la main, you take him by the hand," — just 
as in English. 

§ 3. The necessity of employing a pronoun denoting who the 
possessor is often gives the verb the form of a reflective verb, 
thus : " Je me tdte le pouls, I feel my pulse ; Je me suis mordu 
(567) la langue, I have bit my tongue." 

§ 4. The pronoun showing who the possessor is may sometimes 
be the subject, thus : " J'ai mal au hras^ I have a pain in 
my arm." 



Montr e a secondes. 

. 594. In English, a substantive which qualifies another sub- 
stantive is generally placed first, as, second-ivatch, steamboat, etc. 
In French, the qualifying substantive follows the name of the 
qualified object, and the two nouns are connected by means of a 
preposition, generally d or de, or of a compound article, thus : 
Montre A secondes, second-watch ; bateau k vapeur, steamboat ; 
pot AU lait, milk-pot ; chemin "D^fer, railway ; poisson de riviere, 
river-fish ; vent du nord, north wind. 



Pour en arriver Id. 
595. The pronoun en is sometimes employed without refer- 

* See note on page 282. 



446 THIRTY-FIFTH LESSOX. 

ence to any thing clearly defined, and is in foct a mere expletive. 
The English expressions, To make a night of it, To have the 
worst OF IT, may serve to explain this redundancy. 



Que sais-je7 

596. § 1. It is often improper, in interrogative phrases, to 
place the pronoun je after the verb, particularly when this verb 
has but one syllable, or when its termination combined vfithje 
would offend a delicate ear. For instance, a correct speaker 
would not say : Dors-je, mords-je^ jperds-je^ agis-je^ rejlechis-je. 
This is avoided by changing the construction, thus : Est-ce que 
je do?'s, est-ce que je mo7'ds, etc. 

§ 2. The following combinations however are authorized : 
Suis-je, am I ; ai-je^ have I ; fais-je, do I ; dis-je, say I ; dois-je, 
must I ; sais-je, do I know ; vais-je^ do I go. 



EXEKCISES 

UPON THE GRAMMATICAL OBSERVATIONS AND UPON THE RULES OF 
SYNTAX. 

1. Model: Vous prenez. See Obs. 273. — (Translate by verbs 
derived from prendre : see Yth lesson, page 83, from line 13.) — 
You learn — You understand — You undertake — You take back 
— You surjDrise. 

2. Model: Vous prescrivez. See Obs. 2*73. — (Translate by 
verbs derived from icrire : see 23d lesson, page 305, from line 
14.) — You describe — You inscribe — You proscribe — You sub- 
scribe — You transcribe. 

3. Model: Un cataplasme. See Obs. 589. — This enthusiasm 
— A miasm — A pleonasm — A sarcasm — A spasm. 

4. Model : Tin vesicatoire. See Obs. 590 and 322. — An in- 
terrogatory — A laboratory — An observatory — A conservatory — 
A refectory — A territory — A promontory — A repertory. 



THIRTY-FIFTH LESSON. 447 

5. Model : Vous guerissez. See Obs. 591. You finish^ — You 
hate — You enjoy — You languish — You feed — You obey — You 
succeed — You reflect — You undergo — You betray. 

6. Model : La therapeutique. See Obs. 592. — Physics — Op- 
tics — Acoustics — Statistics — Tactics — Mechanics — Hydraulics — 
Hydrostatics. 

7. Model : Montre a secondes. Syntax, 594. — (Use the prepo- 
sition a.) — Fruit-basket — A one-horse carriage — Repeating [Rep- 
etition] watch — Drawing-paper — Letter-paper. (Use the preposi- 
tion de.) — Class-books — Cab-horse — School-master — Garden- 
bench — Silver watch. 



PHRASES FOR COMPOSITION 

TO BE TEAXSLATED IXTO FEEXCH. 

1. Do you learn easily ? — 273. 

2. You surprise me — 273. 

3. You do not write enough — 273. 

4. Those miasms are dangerous — 589. 

5. A sarcasm is not an argument — 589. 

6. The spasm is over [passed] — 589. 

7. Your laboratory is very large — 590. 

8. I have a little observatory at the end of my garden 
-590. 

9. Do you see the promontory ? — 590. 

10. You never finish what you begin — 591. 

11. You do not enjoy the fruit of your labors — 591. 

12. Why do you not reflect before [of] acting? — 591. 

13. Catoptrics and dioptrics are subdivisions of physics — 592. 

14. You take his hand — 593. 

15. You take him by the hand — 593. 

16. You have opened their eyes — 593. 

17. Thou wilt take his arm and [thou wilt] stop him — 593. 

18. I have blackened my hands — 593. 



4c4rS THIRTY-FIFTH LESSON. 

19. He feels his pulse [for] to know whether he is sick 
—593. 

20. What sort of paper will you have ^ — Some letter-paper 
—594. 

21. His father has given him a fine repeater [repeating-watch] 
—594. 

22. Our old school-master was an excellent man — 594. 

23. Do I lose my time?— 596. 

24. Do I not render you justice? — 596. 

25. What do I fear?— 596. 



THIKTT-SIXTH LESSON. 449 



THIRTY-SIXTH LESSON. 

FIEST DIVISION. PEACTICAL PAET. 

TEXT. 

LITERAL TRANSLATION. 

T rente -sixi^aiie le^on. 
" Je me soiiviens qu'uu jour j'assistai 

remember assisted 

a line le^on du docteur Auzoiix. II de- 
doctor Auzonx dis- 

nionta pi^ce a pi^ce un honime artificiel, 

jointed piece artificial 

et noii§ lit voir snccessivenient chacun des 

us made successively each 

Tisc^res : le cerveaii, les poumons, le 

viscera brain lungs 

ccEiir, I'estoniac, le foie, la rate, les in- 

stomach liver spleen in- 

testins. II nous dit le noni des os, des 

testines told name bones 

Bnuscles, des veines, des art^res et des 

muscles veins arteries 

nerfs. Je n'ai jamais rien vu d'aussi com- 

nerves seen cora- 

plique que I'interleur du corps humain. 

plicated inside body human 

'' i\e iaut-il pas en outre qu'un medecin 

moreover . 

connaisse la cliimie ? qu'il sache se 

know (subj.) chemistry know (subj.) himself 



450 THIRTY-SIXTH LESSON. 

servir s\ propo^ dc I'oxyg^aie, de I'azote et 

to serve opportunely oxygen azote 

des awti'es gsiz ? qM'iS eas^ploie avec dis- 

gases employ (subj.) dis- 

ceriaenseisit lau acide, ?iii alcali, wn sel, mbi 

cernmeut acid alkali salt 

sulfite, «ii clilortsre ota isia carbonate ? 

sulphite chloride carbonate 

CommeBit se rappeler taiit de choses ? " 

to one's self to recall so many 



TRE SAME IX GOOD ENGLISH. 

" I recollect that one day I attended a lecture of Doctor Auzoux. 
He took to pieces the mechanical figure of a man, and showed 
us in succession each of the viscera : the brain, the lungs, the 
heart, the stomach, the liver, the spleen, the intestines. He told 
us the names of the bones, the muscles, the veins, the arteries, 
and the nerves. I never saw any thing so complicated as the in- 
terior of the human body. 

" Besides, must not a physician be versed in chemistry ? 
Must hie not know the proper use of oxygen, azote, and the other 
gases ? and be thoroughly acquainted with the properties of an 
acid, an alkali, a salt, a sulphite, a chloride, or a carbonate ? 
How is it possible to remember so many things ? " 



QUESTIONS AND ANSWERS FOR CONVERSATION. 

C'est la trente-sixieme. 



Quelle est cette lepon ? 

A quoi Alexis assista-t-il un jour? 

De qu')i Alexis se souvient-il ? 

Qn'est-ce que le docteur demonta 

piece a piece ? 
Comment le demonta-t-il? 



A une leQon dii docteur Auzoux. 
D'avoir assiste un jour a une 

le^on du docteur Auzoux. 
Un homme artificiel. 

Piece a piece. 



i 



THIRTY-SIXTH LESSON. 



451 



Que fit-il voir successivement ? 
Quels sont les principaux vis- 



De quelles clioses dit-il le nom ? 

Que dit Alexis de I'interieur du 

corps humain ? 
Qu'est-ce qui lui semble compli- 

que? 
Quelle science faut-il qu'un me- 

decin connaisse en outre ? 
De quoi faut-il qu'il sache se ser- 

vir k prop OS ? 
Que faut-il qu'il emploie avec dis- 

cernement ? 

Que dit Alexis de toutes les choses 
qu'un medecin doit savoir ? 



Chacun des visceres. 

Le cerveau, les poumons, le cosur, 

Testomac, le foie, la rate, les 

intestins. 
Des OS, des muscles, des veines, 

■ des arteres et des nerfs. 
II dit qu'il n'a jamais rien vu 

d'aussi complique. 
L'interieur du corps humain. 

La chimie. 

De I'oxygene, de I'azote et des 
autres gaz. 

Un acide, un alcali, un sel, un 
sulfite, un chlorure ou un car- 
bonate. 

II dit : " Comment se rappeler 
tant de choses ? " 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUENED INTO ENGLISH. 

Avez-vous etudie la chimie? 
J'en ai quelques notions super- 

ficielles. 
Pourquoi me faites-vous cette 

question ? 
Parce qu'il y a dans la legon 

d'aujourd'hui plusieurs mots 

que je ne comprends pas. 
Quels sont ces mots ? 
D'abord, I'oxygene. Qu'est ce 

que c'est ? 
C'est un gaz. 
Qu'est-ce qu'un gaz ? 
C'est un corps qui n'est ni solide, 

ni liquide. 
L'air est done un gaz ? 



TO BE TUENED INTO FEENCH. 

Have you studied chemistry ? 

I have some superficial notions 
of it. 

Why do you ask me this ques- 
tion? 

Because, in the lesson of this 
day, there are several words 
• which I do not understand. 

Which are those words ? 

First, oxygen. What is it ? 

It is a gas. 

What is a gas ? 

It is a body which is neither solid 

nor liquid. 
Air is a gas then ? 



452 



THIRTY-SIXTH LESSON. 



C'est la reunion de deux gaz : 

I'oxygene et Tazote. 
Maintenant, qu'est-ce qu'un al- 

cali ? 
Yous ne savez pas encore les 

mots qui me seraient ncces- 

saires pour vous en donner la 

definition. 
Eh bien, alors, un sulfite ? 
C'est un sel compose d'acide sul- 

fureux et d'une autre substance 

qu'on appelle generaleraent une 

base. 
Et un carbonate ? 
C'est un sel compose d'acide car- 

bonique et d'une base. 
Vous dites qu'un sulfite est un 

sel, et qu'un carbonate est un 

sel : les noms de sels finissent 

done en ite et en ate ? 
Qui, selon le nom de I'acide qui 

entre dans leur composition. 

Je ne comprends pas bien. 

Par exemple, le nom d'un sel ou 

il entre de I'acide sulfureux finit 

en ite. 
Et celui d'un sel ou il entre de 

Tacide sulfurique finit en ate. 
Et quelle difterence y a-t-il entre 

I'acide sulfureux et I'acide sul- 
furique ? 
Le premier contient moins d'oxy- 

gene que le second. 
Ainsi, les noms d'acides finissent 

en ique ou en eux.^ selon qu'ils 

contiennerit plus ou moins 

d'oxygene 1 
Oui, ordinaireraent. 
J'allais oublier le mot chlorure^ 

que je n'ai pas compris. 



It is the combination of two 

gases : oxygen and azote. 
i^Tow, what is an alkali ? 

You have not yet learned the 
words which would be requisite 
for me to give you a definition 
of it. 

Well, then, a sulphite ? 

It is a salt composed of sulphur- 
ous acid and another substance 
which is generally called a base. 

And a carbonate? 

It is a salt composed of carbonic 
acid and a base. 

You say that a sulphite is a salt, 
and that a carbonate is a salt : 
do the names of salts end in 
ite and in ate ? 

Yes, according to the name of 
the acid which enters into 
their composition. 

I do not understand very well. 

For instance, the name of a salt 
containing sulphurous acid ends 
in ite. 

And that of a salt containing sul- 
phuric acid ends in ate. 

And what difference is there be- 
tween sulphurous and sulphuric 
acid? 

The first contains less oxygen 
than the second. 

So, the names of acids end in ic 
or in 0U8, according as they 
contain more or le s oxygen ? 

Yes, generally. 

I was going to forget the word 
chlorure, which I have not un- 
derstood. 



THIRTY-SIXTH LESSOX. 



453 



C'est la reunion du chlore, qui 
est un gaz, avec un autre corps. 

Dans quel cas se sert-on de la 
desinence ure ? 

On s'en sert pour designer la 
corabinaison des corps non 
metalliques entre eux, on avec 
les metaux. 

Pouvez-vous m'en donner un 
exeraple? 

Le chlore, en se combinant avec 
un metal appele sodium, forme 
le chlorure de sodium, qui n'est 
autre chose que le sel que vous 
mangez avec votre viande. 



It is the combination of chlorine, 
which is a gas, with another 
substance. 

In what case is the termination 
ure employed ? 

It is employed to designate the 
combination of non-metaUio 
substances between themselves, 
' or with metals. 

Can you give me an example? 

Chlorine, combined with a metal 
called sodium, forms chloride 
of sodium, which is nothing 
else than the salt which you 
eat with your meat. 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIAEITIES IN THE TEXT.*^ 

Je me souviens is the first person singular of the present 
tense of the indicative mood of the pronominal verb se souvenir 
(364), seen in the 21st lesson. 

Assist Ai is the first person singular of the past tense definite 
of assister, to assist. 

597. The first person singular of the past tense definite of 
verbs ending in er in the infinitive mood, is formed by changing 
this termination into ai. 

The whole of this tense of verbs in er has now been seen : 
J^assistAi, tu dSSurASy il cessA^ nous passAyiES, vous travaill ates^ 
ils donntRE'ST. 

Examples have now been seen of the first person singular of the 



See note on page 282, 



454: THIRTY-SIXTH LESSON". 

past tense definite, in tlie three regular forms of conjugation and 
the two auxiliaries, in the following phrases : 

^^J^assist Ai a une leconP — 36th lesson. 

"e/e iii'endurci^ dans mon ego'ismeP — 31st lesson. 

'''' Je perdiB, le fruit de trente ans de travail.''^ — 27th lesson. 

"Je Fus insensible aux bonnes paroles. ^^ — 31st lesson. 

"«7e n* Evs point egard a ses prieres^ — 31st lesson. 

The whole of the past tense definite has now been seen in the 
three regular forms of conjugation, and the eighteen particular 
observations by which its terminations have been pointed out, 
may be condensed into one general rule. 

598. The past tense definite is formed by changing the 
terminations of the infinitive as follows : er into ai, as, a, 
ames, ates, ^rent ; and ir and re into is, is, it, imes, 
ites, irent. 

DocTEUR is a word nearly the same in French and in English 
(403). 

Demonta is a form (1*78) of the verb d&monter. 

Piece is feminine according to analogy (15). 

Artificiel is one of the derivatives of art, mentioned in the 
10th lesson (217). Its feminine is artificielle (184). 

Fit is the third person singular of the past tense definite of 
faire. 

Faire voir is employed in the sense of montrer, to show 
(89, 548). 

599. Chacun, formed of chaque, every, and un, one, is an 
indefinite pronoun, signifying each, every one, everybody. Its 
feminine is chacune. It has no plural. When used in a general 
sense, it refers only to persons, and is always masculine. When 
it relates to some determined object, it takes either of the genders, 
and is used in speaking of things as well as of persons. Before 
a substantive or a pronoun, it is followed by de. 

The pronoun chacun must not be confounded with the adjective 
chaqne, seen in the 34th lesson. Chaque cannot be employed 
without a substantive in the singular, which it precedes. 

Viscere is masculine by exception (15). 

Cerveau and poumon are masculine according to analogy (14), 

EsTOMAC comes from the Latin stomachus stomach. 



THIRTY-SIXTH LESSON. 455 

600. § 1. In many words, coming for the greater part from 
the Latin, and originally beginning with s and another conso- 
nant, the vowel e has been prefixed to s for the sake of euphony, 
as : Espace, space ; espece^ species ; esprit^ spirit. 

§ 2. Some of these words have now lost the S which was pre- 
served in old French, as : Etahle, stable; eifa^, state; etrangler, 
to strangle ; etude, study ; eponge, spunge. 

§ 3. It often happens, however, that in the derivatives of such 
words, the euphonic e is suppressed and the s is restored, as : 
Siomachique, stomacal, from estomac ; spacieux, sp)acieusement, 
from espace ; spirituel, spiritueux, from esprit ; strangulation, from 
etrangler ; studieux, from etude ; spongieux, from eponge, etc. 

FoiE is masculine by exception (15). 

Eate is feminine according to analogy (15). 

DiT, in the text of this lesson, is the third person singular of 
the past tense definite of dire. The three persons singular of the 
past tense of this irregular verb are similar to the same persons 
of the present tense of the indicative mood.' 

XoM and Os are masculine according to analogy (14). 

Muscle, from the Latin musculus, muscle, is masculine (587). 

Veine, from the Latin vena, vein, is feminine according to 
analogy (15). 

Art£:re, from the Greek ccpTrjpia, artery, is feminine (247). 

Nerf comes from the Latin nervus, sinew or nerve. The f, 
which is silent in the plural, is generally pronounced in the sin- 
gular. 

Vu is the past participle of voir. 

CoMPLiQUE is a form (52) of the verb compUquer. 

Interieur is a word nearly the same in French and in Eng- 
lish (403). 

Corps, from the Latin corpus, body, is mascuHne according to 
analogy (14). 

HuMAiN is one of the derivatives of homme, seen in the 2d 
lesson. 

601. The termination ain belongs to a small class of adjec- 
tives difi'ering slightly from the English, as : Humain, human or 
humane ; Americain, American ; mondain, mundane ; contempo- 
rain, contemporaneous. 



456 THIRTY-SIXTH LESSON. 

En outre is an adverbial locution signifying moreover. It is 
derived from outre, seen in the l7tli lesson (339). 

CoNNAissE is the third person singular of the present tense of 
the subjunctive mood of the irregular verb connaitre, already seen. 
It is similar to the first person of the same tense and mood. 

Chimie, from the Greek ;;^T],a£ia, chemistry or alchemy, is femi- 
nine according to analogy (15). 

Sache is the third person singular of the present tense of the 
subjunctive mood of savoir. It is similar to the first person of 
the same tense and mood. 

Savoir and ConnaItre are both rendered by to know ; but 
connaitre is more particularly employed in the sense of to be 
acquainted with, or to have a knowledge of. Connaitre may 
have the name of a person as well as of a thing for its regimen, 
whereas savoir cannot be followed by the name of a person. 
Again, savoir may govern another verb in the infinitive mood 
(187), as in this lesson, savoir se servir ; and connaitre is never 
used in such a case. Thus, to know has its two equivalents in 
French, as it has scire and cognoscere in Latin, and wissen and 
kennen in German. 

Servir is an irregular verb which has been seen in the present 
tense of the indicative mood, in the 25th lesson. 

Propos, and the adverbial locution a propos, are derivatives 
oi poser, mentioned in the 12th lesson. 

Oxygene is formed of two Greek words : o^ucr, acid, and ysvvau), 
to generate, in consequence of the belief, now found to be er- 
roneous, that this element entered into the composition of every 
acid. It is masculine. 

602. § 1. All the names of simple bodies or chemical elements 
are masculine. 

§ 2. Some end in e mute, and accordingly form exceptions to 
the general rule (15). The principal are: Oxygene, oxygen; 
hydrogene, hydrogen ; azote or nitrog^ne, nitrogen ; sulphite or 
soufre, sulphur ; chlore, chlorine ; iode, iodine ; plwsphore, phos- 
phorus ; chrdme, chromium; cuivre, copper; mercure, mercury 
or quicksilver ; antimoine, antimony ; platine, platinum, etc., etc. 

Gaz is a word of unknown origin. It takes no additional ter- 
mination in the plural (237). 



i 



THIRTY-SIXTH LESSON. 457 

Emploie is the third person singular of the present tense of the 
subjunctive mood oi employer (561). 

DiscERNEMENT is derived from discerner, to discern (153), 
AciDE comes from the Latin acidus, acid. Being an adjective 
used substantively, it is mascuhne, notwithstanding its termina- 
tion (181). 

603. The termination ide is common to adjectives, about fifty 
of which end in id in English, as : Acide, acid ; candide, candid ; 
insipide, insipid ; solide, solid ; stiqnde, stupid. 

Alcali, from the Arabic alkali, glass- wort, and sel, from the 
Latin sal, are masculine according to analogy (14). 
Sulfite, from the Latin suljykur, is also masculine. 

604. The names of salts ending in ite are mascuhne. 
Chlorure is derived from chlore, chlorine, which comes from 

the Greek ■)(Xupog, green, sallow, and is so called on account of 
its color. Chlorure is masculine. 

605. The names of chemical compounds ending in ure are 
mascuhne. 

Carbonate is derived from carbone, carbon, which comes from 
the Latin carho, coal. It is masculine. 

606. The names of salts ending in ate are masculine. 
Rappeler is one of the derivatives of appeler (146), seen in the 

9th lesson. Rappeler signifies to recall or to call back, and se 
rappeler, to remember or to recollect. Se rappeler requires a 
direct regimen, and se souvenir requires an indirect one, with the 
preposition de. We say se rappeler une chose, and se souvenir 
D'une chose. 



SYNTAX.* 
Le docteur Auzoux. 



607. The article, which is generally omitted in English before 
a title adjoined to a proper name, must not be suppressed in 
French. 

* See note on page 282. 

20 



458 THIRTY-SIXTH LESSON. 

Je n'ai jamais vu. 
608. When a verb is in a coraponnd tense, the adverb is 
generally placed between the auxiliary and the participle. But 
this rule is not absolute. 



EXERCISES 

UrOX THE GliAMMATIOAL OBSERVATIONS A:N'D UrON THE RULES OF 
SYNTAX. 

1. Model: J'asslstai, See Obs. 597. — I ari-ived — I reckoned 
— I asked — I employed — I forced — I gained — I threw — I showed 
— I occupied — I proved — I drew. 

2. See Obs. 598. — I brought — Thou broughtest — He blamed 
— "We ceased — You decided — They embraced — I finished — Thou 
didst cure — He groaned — We languished — You enjoyed — They 
fed — I pretended — Thou answeredst — He foUov/ed — We waited 
— You sold — They fought. 

3. Model: Chacun. See Obs. 599. — Every one is attentive 
— Every one is happy — Each of us (masc.) — Each of us (fem.) 
— Each of these gentlemen — Each of those houses. 

4. Model: Humain. See Obs. 601. — African — American — 
Inhuman — Mexican — Republican — Roman. 

5. See Obs. 602. — (Translate the following words with the 
definite article before them.) — Nitrogen — Sulphur — Phosphorus 
— Carbon — Copper — Mercury — Antimony. 

6. Model : Acide. See Obs. 603. — Morbid — Placid — Lucid — 
Splendid — Rigid — Solid — Timid — Intrepid — Limpid — Liquid. 

v.* Model : Un sulfite. See Obs. 604. — An azotite — A phos- 
phite — An arsenite — A selenite — A chromite. 

8.* Model : Un chlorure. See Obs. 605. — A sulphuret — 
A phosphuret — A carburet. 

9.'^* Model : Un carbonate. See Obs. 606. — An azotate, 

* The exercises No. 7, 8, and 9 could be omitted, the words contained in 
them being mere technical terms. They are, however, tlie same in both 
languages, with the exception of sulphuret^ phosphuret, and cariurety wJiich 
become sulpJiure, phosphure, and carhure in French. 



i 



THIUTY-SIXTn LESSON. 459 

or a nitrate — A sulphate — A chlorate — A phosphate — A sili- 
cate. 

10. Model: Je tvai jamais vu. Syntax, 608. — T have not 
spoken — Thou hast not reflected enough — He has studied much 
— We shall soon have finished — You have understood easily — 
They have answered better. 



PHRASES FOR COMPOSITION 

TO BE TEAXSLATED IXTO FEEXCH. 

1. Yesterday, I took to pieces [disjointed] a machine in order 
to understand its mechanism — 597. 

2. I employed for that purpose the tools which you [have] 
lent me — 597. 

3. I studied that machine with [a] great attention — 597. 

4. I showed it to several friends — 597. 

5. Your mother is so good that everybody loves her 
—599. 

6. Every one has indulgence for his own faults- — 699. 

7. Every one imagines he has [to have] genius — 599. 

8. The baskets were w^eighed ; each weighed fifteen kilo- 
grams — 599. 

9. You will examine each of these sheets of paper — 599. 

10. Here are three students. Each of them will answer in 
[at] his turn— 599. 

11. This action is inhuman — 601. 

12. You are studying the Roman history — 601. 

13. Copper is a metal — 601. 

14. Oxygen is called an element, because it cannot be decom- 
posed — 602. 

16. Mercury is a liquid— 602, 603, 181. 

16. Our comrades are intrepid — 603. 

17. This house is not solid — 603. 

18. This hyposulphite is not good for photography — 604. 



460 THIRTY-SIXTH LESSON. 

19. Chloride of iodine was employed with success by Claudet 
—605. 

20. Nitrate of silver is a violent caustic — 606, 181. 

21. General William has been killed — 607. 

22. Professor Auzoux is a man of [a] great talent — 607. 

23. You have scarcely eaten — 608. 

24. I did not hear [have not heard] well — 608. 

25. They have not studied much — 608. 

26. You will however have enjoyed your fortune — 608. 



THIRTY- SEVENTH LESSON. 461 

THIRTY-SEVENTH LESSON. 

FIEST DIVISION. PRACTICAL PAET. 

TEXT. 

LITERAL TRANSLATIOI^. 

Trente -septic IMC le^ota. 
" Ensuite, coiiitiient reconnaitre toutes 

Then to recognize 

le§ oialaflie§, depui§ le §isiipie snal de tete 

maladies simple ache head 

ou la migraine jitsqii'a I'apoplexie fou- 

megrim apoplexy ful- 

droyante ? Si j'ailais prendre la coque- 

minant went to take hooping- 

liiclie pour line lluxiogi de poitrine, un 

cough inflammation breast 

rhume pour uii astlinie oti pour un ca- 

cold asthma ca- 

tarrtae, la roiag-eoie pour la petite verole, 

tarrh measles small pox 

une engelure pour uii ulcere, uaie li^vre 

chilblain ulcer fever 

mali^ne pour une ii^vre tieree, ou la 

malignant tertian 

jaunisse pour la peste, il en pour rait 

jaundice plague from it 

r^sulter de iatals accidents. 

to result fatal accidents 

'' A supposcr que tous les obstacles 

to suppose obstacles 

s'aplanissent et que je fusse certain de ne 

levelled (subj. past) certain 



462 THIRTY-SEYENTH LESSON. 

pas me troiiiper, atirais-je au moiiii^ 

deceive (mistake) sliould have at least 

atteint moii but ? Me voila m^decin... 

reached aim 

hon. Je rentre cliez iBioi, apr^s avoir fait 

re-enter 

Biies visites. Uii boR diner m'altend 

visits dinner awaits 

aiipr^s d'un bon feu. Je me met§ k table, 

near put table 

mourant de faim.^' 

dying 



TSU SAME 12^ GOOD ENGLISH. 

" Besides, how can one distinguish the different diseases from 
one another, from a mere headache or a megrim to fulminant apo- 
plexy ? If I should mistake the hooping-cough for an inflamma- 
tion on the chest, a cold for an asthma or a catarrh, the measles 
for the small-pox, a chilblain for an ulcer, a malignant fever for 
a tertian fever, or the jaundice for the plague, fatal accidents 
might result from it. 

" Even supposing that all obstacles were removed, and I were 
certain not to mistake, should I at least have attained my end ? 
Let us say that I am a doctor : — Well and good. I return home 
after visiting my patients. A nice dinner is ready for me, before 
a- comfortable fire. I sit down to it, with a ravenous appetite." 



QUESTIONS AND ANSWERS FOR CONVERSATION. 



Quelle est cette le(;on ? 

Que faut-il qu'un medecin recon- 

naisse ? 
Quel Dial Alexis semble-t-il re- 

garder comme peu de chose ? 



C'est la trente-septieme. 
Toutes les maladies. 

Le simple mal de tete, ou la mi- 
graine. 



THIETY-SEYEKTH LESSON. 



463 



Quelle maladie semble-t-il regar- 

der comme la plus terrible? 
Quelle maladie craindrait-il de 

prendre pour une fluxion de 

poitrine ? 
Que craindrait-il de prendre pour 

un asthme ou pour un catarrhe ? 
Que craindrait-il de prendre pour 

la petite verole ? 
Que craindrait-il de prendre pour 

un ulcere ? 
Que craindrait-il de prendre pour 

une fievre tierce? 
Que craindrait-il de prendre pour 

la peste ? 
Pour quelle maladie pourrait-il 

prendre la coqueluche ? 
Pour quoi prendrait-il un rhume? 

Pour quoi prendrait-il la rou- 

geole ? 
Pour quoi prendrait-il une enge- 

lure? 
Pour quoi prendrait-il une fievre 

maligne ? 
Pour quoi prendrait-il la jaunisse ? 
Que pourrait-il resulter de pa- 

reilles erreurs ? 
Que suppose-t-il pour un mo- 
ment ? 
De quoi serait-il certain alors ? 
Quelle question se fait-il, en sup- 

posant les obstacles aplanis ? 
Que s'imagine-t-il etre? 
Ou rentre-t-il 1 

Apres quoi rentre-t-il chez lui ? 
Qu'est-ce qui Tattend ? 
Aupr^s de quoi est le bon diner ? 
Que fait-il 1 
Dans quelle disposition se met-il 

k table ? 



L'apoplexie foudrovante. 
La coqueluche. 

Un rhume. 

La rougeole. 

Une engelure. 

Une fievre mahgne. 

La jaunisse. 

Pour une fluxion de poitrine. 

Pour un asthme ou pour un ca- 
tarrhe. 
Pour la petite verole. 

Pour un ulcere. 

Pour une fievre tierce. 

Pour la peste. 

II en pourrait resulter de fatals 

accidents. 
Que tons les obstacles s'aplanis- 

sent. 
De ne pas se tromper. 
Aurais-je au moins atteint mon 

but? 
II s'imagine etre medecin. 
II rentre chez lui. 
x\pr6s avoir fait ses visites. 
Un bon diner. 
Aupres d'un bon feu. 
II se met k table. 
Mourant de faim. 



4:64: 



THIRTT-SEYENTH LESSON. 



SENTENCES FOR OEAL TRANSLATION. 



TO BE TUEXED INTO EXGLISII. 

II y a bien longtemps que je ne 

vous ai vn, mon chei* ami. 
C'est vrai, mon cher. Comment 

va la sante. ? 
Pas trop raal, comme vons voyez. 

Et vous, comment allez-vous ? 
Tout doiiceraent. J'ai ete bien 

malade. 
Bah! Qif avez-vous eu ? 

J'ai eu une fluxion de poitrine. 

Comment cela vous est-il venu ? 

Cela a commence par un rhume. 

Ensuite j'ai eu une grande op- 
pression et une fievre viulente. 

Avez-vous un bon medecin ? 

Oui, je le pense. II a de la repu- 
tation. 

Que vous a-t-il prescrit ? 

D'abord des sangsnes; puis un 
vesicatoii'e. 

Etes-vous completement gueri ? 

Je ne sais pas. Je suis encore fai- 
ble et j'ai quelquefois des maux 
d'estomac. 

En avez-vous parle au docteur? 

Oui ; il pretend que cela tient a 

une maladie de foie, 
Mangez-vous avec appetit? 
Oui, j'ai toujours faim, 
Alors, vous serez bientot gueri. 
Je I'espere. 
J'allais oublier de vous demander 

des nouvelles de monsieur votre 

pere. 



TO BE TUEXED IXTO FEEXCH. 

It is very long since I saw you, 

my dear friend. 
True, my dear fellow. How is 

your health ? 
Pretty good, as you see. And 

how are you ? 
So, so. I Imve been very ill. 

You don't say so! What was 

the matter with jou ? 
I had an inflammation on the 

chest. ■ 
How did it come ? 
It began with a cold. 
Then I had a strong oppression 

and a violent fever. 
Have 3'ou a good physician ? 
Yes, I think so. He has some 

reputation. 
What did he prescribe ? 
Leeches at flrst ; and then a blis- 
ter. 
Are you completely cured ? 
I do not know. I am weak still, 

and have sometimes a pain in 

ray stomach. 
Have you spoken to the doctor 

about it ? 
Yes : he says it proceeds from a 

liver complaint. 
Do you eat with appetite ? 
Yes, I am always hungry. 
Then, you will soon be cured. 
I hope so. 
I was going to forget to inquire 

about your father's health. 



THIRTY- SEVENTH LESSON. 



465 



n a un catarrhe. 

Et vos trois petits gai'Qons ? 

Le plus age a la rougeole ; le se- 
cond a la coqueluche, et le plus 
jeune, la petite verole, 

Mon Dieu! que de inaux k la 
fois ! 

Oui. ]S"ous avons du malheur. 

Allons, prenez courage. 

Quand viendrez-vous nous voir ? 

Plus tard. Quand vos enfants 
jouiront d'une meilleure sante. 



He has a catarrh. 

And your three little hoys? 

The eldest has the measles, the 

second has the hooping-cough, 

and the youngest the small-pox. 
Dear me! how many evils at 

once! 
Yes. "We are unlucky. 
Well, you must have courage. 
When will you come and see us ? 
Later. When your children are 

in better health. 



SECOND DIVISION. 



-THEORETICAL PAET. 



ANALYTICAL STUDY 

OF THE GRAMMATICAL PECTILIAEITIES IX THE TEXT.* 

RECONNAixRE has been seen in the future tense, in the 20th 
lesson. 

Maladie is a word nearly the same in French and in English 
(199). 

Simple is an adjective which does not change in the femi- 
nine (6). 

Tete, Migraine, and Apoplexie, are feminine according to 
analogy (15). 

FouDROYANTE is a Verbal adjective corresponding io foudroyer^ 
to thunderstrike, which is derived from foudre, thunderbolt. 

J'allais is the first person singular of the imperfect tense of 
the irregular verb aller. 

This verb is sometimes used as an expletive before another verb 
in the infinitive mood, as : " N'allez pas croire cela^ do not believe 
that ; N'allez pas vous tromper, do not mistake ; " or as in this 
lesson: " Si fallais prendre, if I should take." 



See note on page 282. 

20* 



^66 THIRTY-SEVENTH LESSON. 

Prendre is tlie infinitive of prendrez, primes^ prenant, pren- 
drais, and prenes, already seen. 

CoQUELucHE is feminine according to analogy (15). 

Fluxion is a word alike in Frencli and in English (49). It 
is feminine (50). 

PoiTRiNE, from the Latin pectus, pectoris, breast, is feminine 
according to analogy (15). 

Rhume, Asthme, and Catarrhe, are masculine by excep- 
tion (15). 

Rougeole, Petite V^role, and Engelure, are feminine ac- 
cording to analogy (15). Rougeole comes from rouge, red. 

Ulcere, from the Latin ulcus, ulceris, ulcer, is masculine by 
exception (15). 

Fievre, from the Latin fehris, fever, is feminine according to 
analogy (15). 

Maligne is the irregular feminine of the adjective malin (2). 

Tierce is the irregular feminine of the adjective tiers, third. 

Jaunisse, one of the derivatives of jaune, yellow, mentioned 
in the 23d lesson, and Peste, from the Latin pestis, plague, are 
feminine according to analogy (15). 

Resulter is a verb of the 1st conjugation, and in the infinitive 
mood (121). 

Fatal comes from the Latin fatalis, fatal. It has been seen 
(469) that the plural of adjectives ending in al is generally formed 
by changing this termination into aux ; but there are some ex- 
ceptions, 2iY\di fatal is one. This word, however, and a few more 
among the exceptions, being seldom heard with the plural form, 
there is something unpleasant to the ear in fatals accidents, which 
might be avoided by saying funestes accidents, the yford funeste 
having the same meaning 2i% fatal. 

SupposER, for sub poser, is one of the derivatives of poser, 
mentioned in the 12th lesson. 

609. § 1. Sub is a Latin preposition signifying under, helow. 
It is in French an inseparable particle implying a subordinate de- 
gree. It begins words many of which are nearly the same in 
English, as : Subalterne, subaltern ; suhdiviser, to subdivide ; suh- 
juguer, to subjugate. 

§ 2. In French, as well as in English, the b of sub is often 



Ti]iK'rv-si:Yi-:xTii lesson. 467 

changed into C, f, g, or p, when the next syllable begins with 
one of these consonants, as : Succomber, to succumb ; suj/ixe, 
suffix ; 8ugrjerei\ to suggest ; supposer, to suppose. 

§ 3. In some words the b.is suppressed, as sujet^ subject. 

Obstacle is a word ahke in French and in English (68). It 
is masculine (587). 

APLA^;ISSEXT is the third person plural of the past tense of the 
subjunctive mood oi aplanir^ derived from^/aw, level, flat, which 
comes from the Latin planus, having the same meaning (148, 
257). 

610. The third person plural of the past tense of the sub- 
junctive mood of verbs ending in ir in the infinitive, is formed 
by changing this termination into issent. It is similar to the 
same person of the present tense of the indicative and of the 
subjunctive moods. This similarity is peculiar to verbs in ir. 

Examples have now been seen of the third person plural of the 
past tense of the subjunctive mood, in the three regular forms of 
conjugation and the two auxiliaries, in the following phrases : 

" En quelque moment qu'elles a?'nyASSENT." — ;] 9th lesson. 

" Que tuus les obstacles s''aplanissE'NT.^^ — 37th lesson. 

" Quelques occupations qu^elles inte?'ro?iipissE:sT." — 19th lesson. 

" Quelque inopportunes qu'elles fussent." — 19th lesson. 

" Quelques inconv^nients qu'elles eussent." — 19th lesson. 

The whole of this tense of the verbs in ir has now been seen : 
Je subissE, tu re?nplissES, il 7'euntT, nous sentissioi!iS, vous sentis- 
siez, ils aplanissE'ST. 

Examples have now been seen of the past tense of the sub- 
junctive mood in the three regular forms of conjugation, and the 
eighteen different observations by which its terminations have 
been pointed out, may be condensed into one general rule. 

611. The past tense of the subjunctive mood is formed 
by changing the termination of the infinitive as follows : er into 
asse, asses, at, assions, assiez, assent ; ir and re into 
isse, isses, it, issions, issiez, issent. 

Tromper is a verb in the infinitive mood (121). 
AuRAis is the first person singular of the conditional mood 
of avoir. 

Examples have now been seen of the first person singular of 

19 



468 THIRTY-SEYEI>^TH LESSON. 

the conditional mood, in the three regular forms of conjugation 
and the two auxiharies, in the following phrases : 

"t/'amERAis les fonctions de medeciny — 34th lesson. 

"t/e sens que je ne r e ussir ais 2^cis.^^ — 33d lesson. 

"e7<? craindRAis d'etre reduit au silence.''^ — 34th lesson. 

"t/e SERAIS peut-etre unjoury — 33d lesson. 

"AuRAis-y^! atteint mon hut?'* — 37th lesson. 

Atteint is the past participle of atteindre, to reach, to attain. 

612. x\ll the verbs in indre, already mentioned (44G), form 
their past participle by changing dre into t. 

But is masculine according to analogy (14). 

Rentre is a form (349) of the verb rentre)\ v.diich is derived 
from entrei', seen in the 35th lesson (146). 

VisiTE is feminine according to analogy (15). 

Diner, sometimes spelled dIne, is derived fiom the verb diner, 
to dine. It is masculine according to analogy (14). 

Attend is the third person singular of the present tense of the 
indicative mood of aiiendre, already seen. 

613. The third person singular of the present tense of the 
indicative mood of verbs ending in re, is formed by merely 
suppressing this termination. 

Examples have now been seen of the third person singular of 
this tense, in the three regular forms of conjugation and the two 
auxiliaries, in the following phrases : 

" Ce vice donnE naissance." — 1st lesson. 

" // ne s''agiT pas de se lamenter^^ — 3 2d lesson., 

"C/ti hon diner rn)attendr — 3'7th lesson. 

" C'est un jproverher — 1st lesson. 

'-'- N"" A-t-on pas dity — 1st lesson. 

The whole of this tense of the verbs in re has now been seen : 
Je reponds, tu 2yerds, il attend^ nous entendoi^s, vous rendEZ, Us 
pretendEisT. 

Examples have now been seen of the whole of the present 
tense of the indicative mood in the three regular forms of con- 
jugation, and the eighteen particular observations by which its 
terminations have been pointed out, may be condensed into one 
general rule. 

614. The present tense of the indicative mood is 



TIIIETY-SEYENTH LESSON. 469 

formed by changing the termination of the infinitive as follows : 
er into e, es, e, ons, ez, ent ; ir into is, is, it, issons, 
issez, issent : re into g, s, (blank), ons, ez, ent. 

615. Aupres, one of the derivatives of pres, mentioned in 
the second lesson, is an adverb and a preposition. Pres and 
aupres are both translated by the word near. When used as 
prepositions, they are followed by de. The difference between 
these two words is slight. Aiqores denotes well-known and de- 
termined proximity ; pres has something more vague. Thus we 
say Plus pres, moins pres, and not Plus aupres, moins aupres. 

Mets is the first person singular of the present tense, indicative 
mood of mettre, already seen. It is similar to the second person 
singular of the same tense and mood. 

Table is feminine according to analogy (15). 

MouRANT is the present participle of the irregular verb mourir, 
already seen. 



SYNTAX.* 

II en pourrait resulter. 
II pourrait en resulter. 

616. The pronoun, when a regimen, is placed befc/i-e its verb 
(43) ; but when an infinitive is governed by another verb, the 
pronoun referring to this infinitive may be placed before either 
verb. However, it is more conformable to general custom to 
place the pronoun regimen before the verb that governs it. 



A2'>res avoir fait. 
After making 

617. It has been said (129) that the French prepositions gov- 
ern the infinitive mood : accordingly, ''^ after having made'''' must 
be rendered by " apres avoir fait.^'' But, in English, the aux- 

* See note on pa^'e 282. 



4Y0 THIRTY-SEVENTH LESSON. 

iliary having is sometimes suppressed, and the principal verb is 
governed directly by the preposition, thus : After making. This 
abbreviation would not be correct in French. 



EXERCISES 

UPON THE GRAMMATICAL OBSERYATIOXS AND TPOX THE RULES OE 
SYNTAX. 

1. Model : Supposer. See Obs. 609. — To submerge — Sub- 
sequent — To subsist — Substantive — Suffocation — Suggestion — 
To supplant — To support. 

2. Model: QuHls aplanissent. See Obs. 610. — That they 
might act — That they might sleep — That they might finish — 
That they might languish — That they might feed — That they 
might obey — That they might depart — That they might succeed. 

3. See Obs. 611. — That I might go — That thou mightest ar- 
rive — That he might bring — That we might buy — That you 
might love — That they might apply — That I might divert — That 
thou mightest sleep — That he might finish — That we might fur- 
nish — That you might cure — That they might moan — That I 
might interrupt — That thou mightest bite — That he might pre- 
tend — That we might lose — That you might pursue — That they 
might follow. 

4. Model: Atteint. See Obs. 612. — Feared — Extinguished — 
Feigned — Joined — Painted — Pitied — Dyed. 

5. Model: II attend. See Obs. 613. — He learns — He under- 
stands — He defends — He hears — He undertakes — He pretends 
— He loses — He takes — He answers — He renders — He suspends 
— He surprises — He sells. 

6. See Obs. 614. — I stop — Thou callest — He admires — We 
love — You amuse — They bring — I soften — Thou warnest — He 
accomplishes — We act — You subject — They level — I wait — Thou 
understand est — He defends — We hear — You melt — They inter- 
rupt. 



J 



THIRTY-SEVENTH LESSON. 471 

V. Model : Apres avoir fait. Syntax, 6 1 7 — After playing — 
After eating — After speaking — After losing — After taking — After 
answering — After looking. 



PHRASES FOR COMPOSITION 

TO BE TEANSLATED INTO FEENGH. 

1. I wished them to iinish their task to-day — 610. 

2. They were blamed, though they acted honestly — 610. 

3. They obeyed their master, though they hated him — 610. 

4. He has pitied me, but he has not relieved me — 612. 

5. He is feared, but he is not loved — 612. 

6. Have you painted your boat? — 612. 

7. He hears, but he does not answer — 613. 

8. I am sure that he understands you — 613. 

9. My son is learning French and Latin — 613. 

10. Come near me — 615. 

11. Come nearer — 615. 

12. You are too near now — 615. 

13. I know something, but I will not tell it — 616. 

14. Do not propose any rewards to them ; they ought not to 
accept any — 616. 

15. He knew his lessons well, but he could learn but one everi/ 
[by] day— 616. 

16. After finishing his task, he slept two hours — 617. 

17. After hearing his remonstrances, she wept bitterly — 61 7. 

18. After eating his fish, he asked /or some meat — 61 7. 



472 THIRTY-EIGHTH LESSON. 

THIRTY- EIGHTH LESSON. 

FIKST DIVISION. PRACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Treiite-hMili^Biic ie§oii. 
'••A la presiii^re cwBllcrec dc isoiipc qwe 

spoonful soup 

j'avale, »n soiiiie. Monsieur le eoiiite 

swallow rings count 

I iin tcl I , @aisi iSi'^viw acc^§ de goiitte oil 

sucli .'I one seized fit gout 

d^gaaie toiix violcnte, me Taii supplier dc 

cough violent to entreat 

tout qtiilter pour apaiser ses soufTrances. 

leave to appease sufferings 

line autre Ibis, c'est tnadaiiie la baroniie 

Mjlady (Mrs.) baroness 

line telle cjui a wne attaque de nerfs, ou 

attack (fit) 

snadenioiselle sa sc^ur qui §' est donne 

miss sister to herself given 

line entorse, et dont la ramille inqui^te 

sprain uneasy 

deMiande que Je | me rende | aupr^s 

asks repair (snhj.) 

d'elle a la Biilnute sneme. 

her minute even 

" Ou Ijlen encore, au milieu de la niiit, 

midst 



THIRTY-EIGHTH LESSON. 473 

qui salt §i I'oii ne Tieudrait pas iia'eTeiller 

knows would come to wake 

(iiioi qui clor§ dUin soiiisiieil si profoiid!) 

sleep sleep profound 

§oit poitr line opera tioii, §oit poHF le 

either operation or 

paii§eiB2eMt dHiiie l>Iesstire ? Toms mes 

dressing w^ound 

instants scraieait pris, et les soiiis q^\e je 

instants would be taken cares 

pB'odi§:werais a la saiite d'aiitrul HsiBi'aieiit 

should lavish other people Avould finish 

par isi' oter la mieiieic. llecideiiient, 

to take away mine Decidedly 

je tie me ierai pas laiedeciii." 

will make 



TJIE SAME IN GOOD EKGLISH. 

"I have but just swallowed a spoonful of soup when the bell 
rinofs. Count such a one, seized with a fit of the 2*out, or a vio- 
lent cough, sends to beseech me to leave every thing else, and 
come and relieve his sufferings. Another time, Baroness such a 
one is in a fit of hysterics, or her sister has sprained her an- 
kle, and her anxious fomily beg I will come to her on that very 
minute. 

" Or else, who knows but I may be waked up in tbe middle 
of the night (I who am such a sound sleeper !) either for an 
operation or to dress a wound ? Every moment of my time 
would be taken up, and the care I should bestow on the health 
of other people, would in the end ruin my own. Decidedly, I 
will not be a physician." 



474 



THIETY-EIGHTH LESSON. 



QUESTIONS AND ANSWEES FOR CONVERSATION. 



Quelle est cette legon ? 

A quel moment Alexis suppose- 

t-il qu'on sonne ? 
Qu'arrive-t-il a la premiere cuille- 

ree de soupe qu'il avale? 
Qui est-ce qui est saisi d'un acc^s 

de goutte ou d\me toux vio- 

lente ? 
De quoi monsieur le comte un tel 

est-il saisi ? 
Pourquoi fait-il supplier le doc- 

teur de tout quitter ? 
Qu'est-ce que le comte fait de- 

mander au docteur ? 
Qu'arrive-t-il une autre fois k ma- 
dame la baronne une telle ? 
Qui a une attaque de nerfs ? 
Qui est-ce qui s'est donne une 

eutorse ? 
Qu'est-il arrive k mademoiselle sa 

soeur ? 
Qui deraande que le docteur se 

rende aupres d'elle ? 
Que demande sa famille inquiete ? 

Quand viend rait-on peut-etre 

eveiller le docteur ? 
Que pourrait-il arriver au milieu 

de la nuit ? 
Pourquoi viendrait-on Teveiller ? 

Comment Alexis dort-il ? 

Oroit-il qu'il pourrait disposer de 
quelques instants, s'il etait doc- 
teur ? 

Qu'est-ce qui Jfinirait par lui oter 
la sante ? 



C'est la trente-huitieme. 

A la premiere cuillcree de soupe 

qu'il avale. 
On Sonne. 

Monsieur le comte un tel. 



D'un acces de goutte ou d'une 

toux violente. 
Pour apaiser ses souffrances. 

De tout quitter pour apaiser ses 

souifrances. 
Elle a une attaque de nerfs. 

Madame la baronne une telle. 
Mademoiselle sa sosur. 

Elle s'est donne une entorse. 

Sa famille inquiete. 

Que le docteur se rende aupres 

d'elle, a la minute meme. 
Au milieu de la nuit. 

Qu'on viendrait I'eveiller. 

Pour une operation ou pour le 
pansement d'une blessure. 

II dort d'un sommeil profond — 
07% 11 dort profondement. 

Non ; il dit que tous ses instants 
seraient pris. 

Les soins qu'il prodiguerait a 
celle d'autrui. 



THIRTY-EIGHTH LESSON. 



475 



Quel serait le resultat des soins 
qu'il prodiguerait k la sante 
d'autrui 1 

Quelle decision prend-il ? 



Oes soins finiraient par lui 6ter 
la sienne. 

II prend la decision de ne pas se 
faire medecin — 07\ II dit : " De- 
cidement, je ne me feral pas 
medecin." 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TUENED INTO ENGLISH. 

Monsieur le comte est-il chez lui ? 

Oui, monsieur; mais il dort en- 
core. 

Je croyais qu'il s'eveiUait tou- 
jours de bonne heure. 

Oui, monsieur ; mais il est rentre 
fort tard liier au soir. 

Et puis il a travaille jusqu'a deux 
heures du matin. 

Savez-vous s'il a regu la visite de 
son avocat ? 

Je ne sais pas, monsieur. Mais 
son avoue est veuu hier. 

Madame la comtesse est-elle vi- 
sible 1 

Non, monsieur. Elle a sa mi- 
graine. 

Et madarae la baronne, sa soeur ? 

EUe est partie ce matin avec ses 
enfants. 

II n'y a done personne de la fa- 
mille a qui je puisse parler ? 

Le p^re de monsieur le comte est 
ehez lui ; mais il est tres-souf- 
frant. 

Qu'a-t-il done? 

II a la goutte. 

Allez lui demander s'il pent me 
recevoir. 



TO BE TUENED INTO FEENCH. 

Is the count at home ? 

Yes, sir ; but he is stiU asleep. 

I thought he used to awake earlj. 

Yes, sir ; but he returned home 
very late last night. 

And then he wrote tiU two o'clock 
in the morning. 

Do you know whether he has 
seen his counsel ? 

I don't know, sir. But his at- 
torney called yesterday. 

Is the countess visible ? 

No, sir. She has a sick head- 
ache. 

And the baroness, her sister ? 

She started this morning with 
her children. 

So, there is no one of the family 
that I can speak to ? 

The count's father is at home;' 
but he is very poorly, 

What is the matter with liiui ? 
He has the gout. 

Go and ask him whether he can 
receive me. 



476 



THIETT-EIGHTH LESSON. 



A I'instant, monsieur. 

Eh bien, que vons a-t-il dit ? 

II (lit qu'il aura le plaisir de re- 

cevoir monsieur. 
Bien. 
Si monsieur veut bien me suivre, 

je lui montrerai le cbemin. 



Directly, sir. 

Well, what does he say? 

He says he shall be happy to see 

you. 
Well. 
If you will be pleased to follow 

me, I will show you the way. 



SECOND DIVISION. 



■THEOEETICAL PAET. 



ANALYTICAL STUDY 

OF THE GRAMMATICAL PEOULIAEITIES IN THE TEXT.* 

CuiLLEREE is deHved from cuiller or cuillere, spoon (329). 

SouPE comes from the German suppe, soup. It is feminine 
according to analogy (15). 

AvALE is a form (349) of the verb avaler, to swallow. 

Sonne is a form (22) of the verb sonner, to sound, to ring, to 
ring the bell, to toll, derived from the substantive son, sound, 
which comes from the Latin sonus, having the same meaning. 

CoMTE comes from the Latin comes, comitis, companion, or 
upper officer. The feminine is comtesse. 

Tel has been seen in its feminine form in the 22d lesson. Un 
tel, une telle, is used in the place of a proper name, as such a one, 
or so and so, in English. 

Saisi is a form (481) of the verb saisir, to seize. 

AccES is masculine according to analogy (14). 

GouTTE, from the Latin gutta, is feminine according to anal- 
ogy (15). It signifies drop and gout. 

Toux, from the Latin tussis, cough, is feminine by exception 

(14)- 

Supplier is a verb of the first conjugation and in the infini- 
tive mood (121). 

Quitter is derived from the adjective quitie, mentioned in the 
29th lesson as being the radical of acquiiter. 



* See note on page 282. 



1-HIETY-EIGHTH LESSON. 477 

Apaiser is derived from paix, peace (148), which comes from 
the Latin pax, peace. 

SouFFRANCE is derived from the verb souffrir, seen in the 
29th lesson (23). 

618. Madame is formed of ma, the possessive adjective, and 
dame, lady. It corresponds to Mrs. and to Lady, before a proper 
name ; and to Madame or Mylady, in addressing a woman. 
The plural is mesdames. 

619. Though the possessive adjective is inseparable in monsieur 
and messieurs (149), it is not so in madame and mesdames ', ac- 
cordingly, a lady, some ladies, should be rendered by une dame, 
ies dames, and not by une madame, des mesdames ; though we 
>ay, un monsieur, des messieurs. 

Baronne is the feminine of haron, a baron. 

620. Substantives denoting titles, qualities, or professions 
tvhich may belong to either sex, often produce feminine deriva- 
:ives, by means of the same terminations that adjectives take to 
'orm their feminine, as: Baron, baronne (184); marquis, mar- 
-{uise (2) ; musicien, musicienne (184) ; gla,neur, glaneuse, gleaner 
^401) ; acteur, actrice (402) ; juif, je\v,juive, Jewess (251). 

621. Mademoiselle is formed of the possessive adjective 
na, and demoiselle, young lady. It corresponds to Miss, before 
i proper name ; and to Miss or Madam, in addressing a girl or 
m unmarried woman. The plural is mesdemoiselles. 

622. Without the possessive adjective, demoiselle signifies 
nrl, young lady (unmarried), single woman, spinster (149, 619). 

ScEUR, from the Latin soror, sister, is feminine (8). 

DoNNfe is the past participle of the verb donner, already seen. 
[n the phrase, Qui s^est donn^ une entorse, the participle does not 
igree with the subject, because the verb is pronominal (354), nor 
with the pronoun se, because it is an indirect regimen (568). 

Entorse is feminine according to analogy (15). 

Inqui^te is the feminine of the adjective inquiet (185). 

Demande is a form (22) of the verb demander, already seen. 

Rende is the first person singular of the present tense of the 
subjunctive mood oi rendre, already seen. 

623. The first person singular of the present tense of the sub- 
junctive mood of verbs ending in re in the infinitive, is formed 



478 THIRTY-EIGHTH LESSON. 

by changing this termination into e mute. It is similar to the 
third person singular of the same tense and mood (530). 

Examples have now been seen of the first person singular of the 
present tense of the subjunctive mood, in the three regular forms 
of conjugation and the two auxiliaries, in the following phrases : 

'■''Ilfaut que je gagw^ de quoi vivrer — 31st lesson. 

" // est grand temps que fagissE.''^ — 31st lesson. 

^'- La famille demande que je me rendY.^ — 38th lesson. 

" // s'ctonne que je sois comme tous les jeunes gens^ — 30th 
lesson. 

""11 est grand temps que j^UE de la resolution.''^ — 31st lesson. 

The whole of the present tense of the subjunctive mood of 
verbs in re has now been seen : Je rendE, tu rendES, il attendE, 
nous rendioyis, vous rendiEz, Us rendE^T. 

The whole of this tense has been seen in the three regular 
forms of conjugation, and the eighteen different observations by 
which its terminations have been pointed out, may be condensed 
into one general rule. 

624. § 1. The present tense of the subjunctive 
mood is formed by changing the termination of the infinitive as 
follows : er and re into e, es, e, ions, iez, ent ; and' ir into 
isse, isses, isse, issions, issiez, issent. 

§ 2. The peculiarity of verbs in ir consists in the addition of 
the syllable iss to every person, but the letters following this 
syllable are the same as in the two other forms of conjugation. 

§ 3. In verbs in er the three persons of the singular and the 
third person of the plural number are similar to the same per- 
sons of the present tense, indicative mood ; while in verbs in ir 
and re the similarity exists but in the third person plural. 

§ 4. In verbs in ir the first and second persons singular, and 
the three persons plural, are similar to the same persons of the 
past tense, subjunctive mood. 

§ 5. In the three forms of conjugation, the first and second 
persons plural are similar to the same persons of the imperfect 
tense. 

Elle has been seen in its plural form in the 6th lesson (156). 

Milieu, mentioned in the iVth lesson as one of the derivatives 
of mi^ is formed of this word and of lieu, seen in the 29th lesson. 



THIRTY-EIGHTH LESSON. 479 

Sait is the third person singular of the present tense of the 
indicative mood of savoir, to know. 

ViENDRAiT is the third person singular of the conditional mood 
of ve.nir. 

Eyeiller is derived from veille, Avatch, watching, vigil, which 
comes from the Latin vigilia, watching. 

Dors is the first person singular of the present tense, indica- 
tive mood, of the irregular verb dormir, already seen. 

SoMMEiL is masculine according to analogy (14). 

Profond is derived from /one? (182), seen in the 30th lesson. 

SoiT, as a conjunction, is derived from soit^ the third person 
singular of the present tense, subjunctive mood, of etre. It cor- 
responds to either and oj\ With que after it, it signifies 
whether. 

Operation is a word alike in French and in EngHsh (49). 

Pansement is derived from the verb ^;a?25er, to dress (a wound), 
or to groom (horses), a word of unknown origin. 

Blessure is derived from the verb blesser, to wound, to hurt. 

Instant is masculine according to analogy (14). 

Seraient is the third person plural of the conditional mood 
of etre. 

The whole of this mood of the verb etre has now been seen : 
Je serais, tu serais, il serait, nous serious, vous seriez, ils seraient. 

Pris is the past participle of prendre. In the text of this 
lesson, it agrees with instants, which is masculine and plural 
(354); but its final letter being s, it does not diff"er from the sin- 
gular (53). 

Prodiguerais is a form (582) of the verb prodiguer, derived 
from prodigue, prodigal, which comes from the Latin prodigus. 

Autrui, derived from autre, is an indefinite pronoun, signifying 
another, others, or other peop>le, but always employed in the sin- 
gular. 

FiNiRAiENT is the third person plural of the conditional mood 
oifinir, already seen. 

625. The third person plural of the conditional mood of verbs 
ending in ir in the infinitive, is formed by adding aient to this 
termination. 

Examples have now been seen of the third person plural of the 



4^0 



THIRTY-EIGHTH LESSON. 



conditional mood, in the three regular forms of conjugation and 
the two auxiliaries, in the following phrases: 

'-'' La peinture et la musique demand eraieut des itudes^ — 33d 
lesson. 

"Ze5 soins JiniRXiE^T par iii'dter, etc." — 38th lesson. 

'"'' Elles vous conduiRAiEiiT loin.'''' — 21st lesson. 

" Tous mes instants seraient J97*25." — 38th lesson. 

^'' D'autres auraient et6 diirs.^'' — 28tli lesson. 

The whole of the conditional mood of verbs in zVhas now been 
seen : Je reussiRAis, tu souffriRAis, il sentiRAir, nous joumioi^s, 

vous adoUClRlEZ, ils JtlllRAIE-ST. 

Oter is supposed to come from the Latin obstare, to oppose, to 
hinder. It signifies to remove or to take away. 

La mienne is the feminine of le mien, seen in the 26th lesson. 

Examples have now been seen of all the possessive pronouns 
in the following phrases : 

^'■Un rang plus hrillaM que le mien." — 26th lesson 

'■^ Finiraient par m'dter la mienne," — 38th lesson. 

" Pourquoi ne te sers-tu j[?a.s des tiens ? " — 25th lesson. 

" Cette langue ^tant la sienne." — 5th lesson. 

^^ Aujourd''kui c'est le notre." — 14th lesson. 

^'•Vous prendrez la votre." — 15th lesson. 

^^Une maniere de voir differente de la leur." — 30th lesson. 

DfeciDfeMENT is derived from decider, seen in the 28th lesson. 

Ferai is the first person singular of the future tense of /aire. 
This verb is often employed with the reflective or pronominal 
form, as in the text of this lesson, for to turn or to become. 



SYNTAX.* 

Monsieur le comte. 

Madame la baronne. 

Mademoiselle sa soeur. 



626. Titles are preceded by Monsieur, Madame, or Made- 
* See note on page 282. 



TillRTr-EIGHTK LESSOR. 481 

moiselle, with the article, in emphatic or ceremonious language. 
The possessive adjective before names of kindred is preceded by 
the same epithets. 

II me fait supplier. 

627. Various examples have been seen already of /aire fol- 
lowed by an infinitive. One of the most frequent meanings of 
such combinations is, To cause something to be done, To order it 
to he done, To have, or, To get it done, as in the above example, 
II me fait supplier, that is. He causes me to be entreated. 



II me fait supplier de tOut quitter. 

628. When the indefinite pronoun tout, all, every thing, any 
thing, is a direct regimen, it generally precedes the vei-b in the 
infinitive mood ; and in the compound tenses it is placed between 
the auxiliary and the participle, as: J\d tout quitie, I have left 
all. But it follows the verb in the simple tenses, as : Je q^iitte 
tout, I leave all. The same observations are applicable to rlen. 



La famille demande. 

This might be translated by The family ashs, or by The fam- 
ily ash, according to this rule of English grammar, that a noun 
of multitude may have a verb or pronoun agreeing- with it 
either of the singular or plural number, according to its sense of 
unity or plurality ; but in French it would not be correct to say 
La famille demandent. 

629. A noun of multitude in the singular number re- 
quires that the verb or pronoun should agree with it in the sin- 
gular number, unless it be employed as a partitive collective 
noun. (See for this restriction 205, 206, 220.) 



A la minute meme. 
At the YEEY minute. 
630. The word very, when it precedes an adjective or an ad- 

21 



482 THIETY-EIGIITH LESSON. 

verb, is rendered by tres^ bien^ or foi^t, as has been seen in the 
following examples : tr^s-agreahlc, hien fous\ fort peu ; but when 
it precedes a substantive, it is generally rendered by m^me, placed 
after the substantive. 



EXERCISES 

UPON THE GRAMMATICAL OBSERVATIONS AND UPON THE RULES OF 
SYNTAX. 

1. Model : Madame, See Obs. 618 and 619. — Yes, madam- 
No, madam— Mrs. Delatour — Lady Delatour — Good day, ladies 
— A lady — Those ladies. 

2. Model : Baronne. See Obs. 620. — (Translate the follow- 
ing by feminine substantives.) — Apprentice — Comrade — Fellow- 
student — Student — Merchant, or tradeswoman — Workwoman — 
Rival. 

3. Model: Mademoiselle. See Obs. 621 and 622. — Miss, or 
Madam — Miss Delatour — The Misses Delatour — A young lady — 
She is single — Two young ladies (unmarried). 

4. Model : Que je rende. See Obs. 623. — That I may wait 
— That I may fight — That I may defend — That I may hear — 
That I may interrupt — That I may put — That I may lose — That 
I may answer — That I may follow — That I may live. 

5. See Obs. 624. — That I may admire — That thou mayest 
bring — That he may accept — That we may arrive — That you 
may advance — That they may assure — That I may free — That 
thou mayest warn — That he may accomplish — That we may act 
— That you may bless — That they may divert — That I may de- 
fend — That thou mayest hear — That he may melt — That we may 
interrupt — ^That you may bite — That they may put. 

6. Model: lis Jiniraient. See Obs. 625. — They would soften 
— They would sleep — They would enjoy — They would open — 
They would perish — They would reflect — They would sufi'er. 



THIRTY-EIGHTH LESSON. 483. 



PHEASES FOE COMPOSITION 

TO BE TEAX5LATED TSTO FEEXCH. 

1. Madam, are you Mrs. Delatour? — 618. 

2. No, madam, I am her sister — 618. 

3. Ladies, we are happy to receive you — 618. 

4. What does that lady want [ask] ? — 619. 

5. She inquires after [asks] some ladies who live [dwell] in 
the house — 619. 

6. Here is another lady who inquires after them also — 619. 

7. Ladies, if you will follow me, I w^ill show you the way 
—618. 

8. His sister is an honest workwoman — 620. 

9. My mother is your creditor — 620. 

10. My sister and yours are friends — 620. 

11. Is your father at home, Miss? — 621. 

12. Where is Miss Charlotte ?— 621. 

13. She is in the garden with another young lady — 622. 

14. Why did you say [have you said] Madam in addressing 
[speaking to] the sister of our friend ? — 618. 

15. Is she not a married lady [Is it not a lady] ? — 619. 

16. No, you know [well] she is single [spinster] — 622. 

17. I must sell my house — 623. 

18. Must I lose so much as that? — 623. 

19. Would [will] you have me wait? — 623. 

20. What would [will] you have me answer? — 623. 

21. Must I follow them ?— 623. 

22. They would sleep till to-morrow morning — 625. 

23. The doctor says that some leeches would cure you — 625. 

24. He thinks that his comrades would betray him — 625. 

25. Can I see your father?— 626. 

26. Is your mother in good health ? — 626. 

27. Shall I have the pleasure of seeing your sister ? — 626. 

28. He orders soup to be given to the poor — 627. 

29. I shall have some provisions brought — 627. 



484. THIRTY-EIGHTH LESSON. 

30. If you cannot act yourself, get a friend to act for you 
—-627. 

31. You have caused him to be blamed by his father — 627. 

32. He knows every thing — 628. 

33. They have eaten all— 628. 

34. We have seen every thing — 628. 

35. You may say all— 628. 

36. They have learned nothing — 628. 

37. He knows nothing — 628. 

38. The family are assembled [reunited] — 629. 

39. The multitude were uneasy — 629. 

40. It is the very thing which we want — 630. 

41. There is the very person that we were speaking of — 630. 

42. It is the very name that I had forgotten — 630. 

43. You shall be served on [at] the very instant — 630. 



THIRTY-NINTH LESSON. 485 

THIRTY-NINTH LESSON. 

FIEST DIVISION. PEACTICAL PART. 

TEXT. 

LITERAL TRANSLATION. 

Treiite-neuvi^iiie le^on. 
"Si je in' eng^a^eais ? Oat vit liieii dans 

engaged (enlisted) lives 

une bonne ^arnison ; et i'on n'a pa§ be- 

garrison 

soin d'etre savant pour se faire soldat. 

learned soldier 

Toiitefois, sactiant deja lire, ecrire et 

Nevertheless knowing already to read 

compter, j'awrais plus de chances d'avan- 

calculate chances pro- 

cement que bien d'autres. Je pourrais 

motion many 

parvenir au ^rade de greneral. Cela se 

attain grade general 

voit en France, ou quiconque sert la 

sees France whoever serves 

patrie porte dans sa ^iberne le baton 

country bears cartridge-box stick (truncheon) 

de mareehal et la croix d'honneur. C'est 

field-marshal cross 

dominate qu'il faille se battre. Cette 

must (subj.) to fight 

obligation ne sne plairait pas ; car je 

obligation would please 

SUBS d'huincur beni^ne et pacillque. 

humor benign pacific 



486 THIRTY-NINTH LESSON. 

" Je n'aimeraiis pas laon plus les 

neither 

corvees, ni les marclies forcees, lai 

drudgeries (extra-duty) marches forced 

tons les desa^rements qui les accosi^pa- 

unpleasantness accom- 

grnent. Tan tot vous g^relottez par un froid 

pany Sometimes shiver cold 

de dix de^res au-dessous de zero ; tantot, 

ten degrees below zero 

ecrase sous le poids de Totre equipemeiit, 

crushed accoutrement 

vous Tous trainez, le sac sur le dos et le 

drag knapsack back 

tusil sur I'epaule, par une chaleur ^touf- 

musket shoulder heat suflfo- 

Tante ; ou bien vous enroucez jusqu'si 

eating sink 

iiii-janibe dans des marais fan^eux.'' 

mid-leg marshes miry 



THE SAME IN GOOD E2TGL1SK 

" Supposing I was to enlist ? A garrison life is very agree- 
able, and it is not necessary to be learned to become a soldier. 
However, as I know how to read and write and cast accounts, I 
should have more chances of promotion than many others. I 
might rise to the rank of a general. Such things are seen in 
France, where every man who serves his country has the trun- 
cheon of a field-marshal and the cross of the legion of honor 
within his grasp. Only it is a pity one is obliged to fight. I 
should not like this obligation, for I am of a mild and peaceful 
disposition. 

" Neither should I like extra-duty, nor forced marches, nor all 
the disagreeable accompaniments which attend them. Some- 



THIRTT-NIXTFI LESSON. 



487 



times shivering in the cold ten degrees below the freezing-point; 
sometimes, crushed with the weight of your accoutrements, you 
drag yourself along, with your knapsack on your back and your 
musket on your shoulder, in a suffocating heat, or else sunk up 
to the middle of your legs in miry marshes." 



QUESTIONS AND ANSWERS FOE CONVERSATION. 



Quelle est cette leQon ? 

Que dit Alexis au commencement 

de cette le^on ? 
Selon lui, comment vit-on dans 

une bonne garnison 
Ou vit-on bien ? 
Pour quoi n'a-t-on pas besoin 

d'etre savant ? 
De quoi n'a-t-on pas besoin pour 

se faire soldat ? 
Que sait-il deja, toutefois ? 
Quelles chances aurait-il ? 

Pourquoi aurait-il plus de chances 
d'avancement que bien d'au- 
tres ? 

A quel grade pourrait-il parvenir ? 

Ou cela se voit-il ? 

Que porte dans sa giberne qui- 

conque sert la patrie ? 
Quelle est I'obligation qui ne 

plairait pas k Alexis ? 
Pourquoi cette obligation ne lui 

plairait-elle pas ? 
Qu'est-ce qu'il n'aimerait pas non 

plus ? 

Que fait un soldat par un froid de 
dix degres? 



C'est la trente-neuvieme. 
" Si je m'engageais ? " 

On vit bien. 

Dans une bonne garnison. 
Pour se faire soldat. 

On n'a pas besoin d'etre savant. 

II sait lire, ecrire et compter. 

II aurait plus de chances d'avan- 
cement que bien d'autres. 

Parce qu'il sait lire, ecrire et 
compter. 

Au grade de general. 

En France. 

Le baton de marechal et la croix 

d'honneur. 
L'obligation de se battre. 

Parce qu'il est d'humeur benigne 

et pacifique. 
Les corvees, ni les marches for- 

cees, ni tous les desagrements 

qui les accompagnent. 
II grelotte. 



488 



THIRTY-NINTH LESSON. 



Par quel froid grelotte-t-il quel- 

quefois ? 
Sous quel poids se trouve-t-il 

quelquetbis ecrase ? 
Qu'a-t-il sur le dos ? 
Qn"a-t-il sur I'epanle? 
Comment porte-t-il le sac ? 
Comment porte-t-il le fusil ? 
Que tait-il qiielquefois par une 

chaleur etouttante? 
Par quelle temperature se traine- 

t-il ainsi? 
Jusqu'ou enfonce-t-il dans des 

marais fangeux ? 
Dans quoi enfonce-t-il jusqu'k 

mi-jambe ? 



Par un froid de dix degres au- 

dessous de zero. 
Sous le poids de son equipement. 

Le sac — or, Son sac. 

Le fusil — or^ Son fusil. 

Sur le dos. 

Sur Tepaule. 

II se traine, le sac sur le dos et le 

fusil sur Fepaule. 
Par une chaleur etouffante. 

Jusqu'a mi-jambe. 

Dans des marais fangeux. 



SENTENCES FOR ORAL TRANSLATION. 



TO BE TURNED INTO EXGLISn. 

II faitbien beau aujourd'hui. 

Vous trouvez ? Pour moi, la cha- 
leur rae semble etouftante. 

n n'y a pourtant que vingt-deux 
degres. 

Je ne comprends rien a votro 
thermometre. Je ne connais 
que celui de Fahrenheit. 

Le n6tre me parait plus simple. 

C'est pent-etre parce que vous y 
etes accouturae. 

C'est bien possible. 

!N"ous autres, par vingt-deux de- 
gres, nous entcndrions une tem- 
perature tres-froide. 

Et nous aussi, si nous disions 
vingt-deux degres au-dessous 
de zero. 



TO BE TURNED INTO FRENCH. 

It is very fine weather to-day. 

Do you think so ? I find the 
heat sulti-y. 

We have however but twenty- 
two degrees. 

I do not understand your ther- 
mometer. I know but Fahren- 
heit's. 

Ours seems to me to be more 
simple. 

It is perhaps because you are used 
to it. 

May be. 

For us, twenty-two degrees would 
be a very cold teinperature. 

And for us too, if we said twentv- 



THIRTY-^'INTH LESSON. 



489 



Quelle temperature entendez- 
vous done par zero ? 

Celle de la congelation de I'eau. 

Bien. 

L'espace entre ce point et celui 
de I'ebullition de I'eau est gra- 
due en cent divisions ou parties 
egales. 

Je comprends maintenant pour- 
quoi vous appelez votre tber- 
mometre centigrade. Mais n'en 
avez-vous pas encore un autre? 

Oui; celui de Reaumur, dans 
lequel le meme espace est gra- 
due en quatre-vingts divisions, 
au lieu de cent. 

Duquel se sert-on le plus ? 

Du thermometre centigrade. On 
n'emploie guere I'autre au- 
jourd'hui. 

Quelle est la plus haute tempera- 
ture que vous ayez a Paris ? 

Dans les grandes chaleurs, nous 
avons quelquefois plus de trente 
degres. 

A combien de degres de Fahren- 
heit cela equivaut-il? 

A environ quatre-vingt-dix. 

Ce doit 6tre insupportable. 

Je vois que vous n'aimez pas la 
chaleur. 

JSTon, j'y suis plus sensible qu'au 
froid. 



What temperature, then, do you 
mean by zero ? 

Freezing-point. 

I understand. 

The space between that and the 
degree at which water boils is 
graduated into a hundred divi- 
sions or equal parts. 

Now I understand why you give 
the name of centigrade to your 
thermometer. But have you 
not another ? 

Yes; Reaumur's, in which the 
same space is graduated into 
eighty divisions, instead of a 
hundred. 

Which is most commonly used ? 

The centigrade thermometer. 
The other is scarcely employed 
now. 

What is the highest temperature 
that you have in Paris ? 

In the hottest days, we have 
sometimes more than thirty de- 
grees. 

How many degrees of Fahrenheit 
would that make ? 

About ninety. 

It must be intolerable. 

I see you do not like the heat. 

No, I don't ; it affects me more 
than cold. 



490 THIETY-NINTH LESSON. 



SECOND DIVISION. THEOEETICAL PAET. 

ANALYTICAL STUDY 

OF THE GEAMMATICAL PECULIARITIES IN THE TEXT * 

Engageais is a form (479, 274) of the verb engager, to 
engage. 

ViT is the third person singular of the present tense, indicative 
mood, of the irregular verb vivre, seen in the 29th lesson. 

Garnison is one of the derivatives oi garnir^ mentioned in the 
19th lesson. It is feminine by exception (14). 

Savant is an adjective, often used substantively. It is de- 
rived from savoi?', to know, but should not be confounded with 
sachantj explained below. 

SoLDAT is derived from the verb soldo', to pay, which comes 
from the Latin solvere, to pay. 

TouTEFOis is one of the derivatives of fois, mentioned in the 
first lesson. 

Sachant" is the present participle of the irregular verb savoir. 

Deja comes from the Latin jam, now, already. 

Lire is an irregular verb. 

Chance is feminine according to analogy (15). 

Avancement is derived from the verb avancer, seen in the 
22d lesson (153). 

Parvenir is one of the derivatives of venir, mentioned in the 
15th lesson. 

Grade, from the Latin gradus, step, degree, is masculine by 
exception (15). 

Gen]6ral is a word alike in French and in English (30). 

VoiT is the third person singular of the present tense, indica- 
tive mood, of voir. 

631. Quiconque, formed of qui and the old word onque, 
ever, from the Latin unquam, is an indefinite pronoun, signifying 

* See note on page 282. 



THIRTY-NINTH LESSON. 4:91 

whoever. It is generally masculine and always singular. It re- 
fers to persons only. 

Sert is the third person singular of the present tense, indica- 
tive mood, of the irregular verb sei^ir, already seen. 

Patrie is feminine according to analogy (15). 

Porte is a form (22) of the xerh porter, which has been men- 
tioned in the Yth lesson as being the radical of rapporter. 

GiBERNE is feminine according to analogy (15). 

Baton is masculine according to analogy (14). 

Marechal comes, probably through the Spanish mariscal, 
from the Celtic marc, horse, and seal, servant. Both the French 
and the Spanish words signify marshal and farrier. 

Croix has been mentioned in the 11th lesson as being the 
radical oi croiser. It is feminine by exception (14). 

Faille is the present tense of the subjunctive mood oi falloir 
(287). 

Battre has been mentioned in the 26th lesson as being the 
radical of comhattre. It is an irregular verb. Battre signifies 
to beat, and, with the pronominal form, se battre signifies 
to fight. 

Obligation is a word alike in French and in English (49). 
It is feminine (50, 99). 

Pl air ait is a form (525) of the irregular verb plaire, seen in 
the subjunctive mood in the 10th lesson. The irregularity of this 
verb does not extend to the conditional mood. 

HuMEUR comes from the Latin humor, moisture. It is femi- 
nine (95). 

Benigne is the irregular feminine of the adjective h^nin, which 
comes from the Latin benignus, kind. 

Pacifique is derived irom paix, mentioned in the 38th lesson 
as being the radical oi apaiser (200). 

632. Non plus is opposed to aussi, also, likewise. It is 
used in the negative, when aussi is employed in the correspond- 
ing aflSrmative sentences, as: Ceite obligation me plairait ; fai- 
merais aussi les corvees, etc. 

CoRV^E is feminine according to analogy (15). 

Marche is derived from the verb marcher, to walk, to tread, 
and to march. 



492 THIRTY-NINTH LESSON. 

FoRciiiES is a form (52, 53) of the verb/o?T^r, seen in the 7th 
lesson. 

Desagrement is one of the derivatives of gre^ mentioned in 
the 16th lesson. See page 210, line 3. 

AccoMPAGNENT is a form (231) of the verb accompagner^ one 
of the derivatives of comjmgnon, seen in the 12th lesson. 

Tantot is formed of tant (344) and tdt, mentioned in the 8th 
lesson as being the radical of hientdt. This adverb generally 
denotes an indefinite time, either past or future, and corresponds 
to in the course of the day, by and by, soon, sometimes, and 
noiv. 

633. § 1. When tot is joined to the adverbs aussi, bien, si, 
it forms a single word with them, thus : Aussitdt, as soon, im- 
mediately ; bientot, soon ; sitdt, so soon. 

§ 2. It forms a similar combination with tant and plus, in sup- 
pressing the final consonant of these adverbs, thus : Tantdt,plittdt. 
But plutdt is only employed in the sense of rather, denoting 
preference, and must not be confounded with plus tdt, sooner, 
earlier. 

Grelottez is a form (414) of the verb grelotter, derived from 
grelot, small bell or rattle. 

DEGRfe is derived from grade, seen in this lesson. 

634. Dessous, already seen in the 11th lesson, is either 
an adverb signifying under or below, or a substantive signifying 
under p)art. It is seldom used as a preposition. Au-dessous, 
under, beneath, below, is always an adverb, unless it be followed 
by de, in which case it becomes a preposition and requires a regi- 
men. The same observations are applicable to dessus, au-des- 
sus, and au-dessus de, seen in the 26th lesson. 

ZfeRo comes from the Arabic. It is masculine according to 
analogy (14). 

Ecrase is a form (52) of the verb ^eraser, to crush. 

Equipement is derived from the verb equiper (153), to equip, 
to fit out. 

Trainez is a form (414) of the verb trainer, to drag, to draw 
along, which comes from the Latin trahere, to draw. With the 
pronominal form, se trainer signifies to crawl, to trudge, to pro- 
ceed with difiiculty. 



THIETY-NINTH LESSON. 493 

Sac, from the Latin saccus, sack or bag, is masculine according 
to analogy (14). 

Dos comes from the Latin dorsum, back. It undergoes no 
change of termination in the plural (IV). 

Fusil comes from the Italian /i^aY^, steel (to strike a flint), and 
musket. It has the two significations of the Italian word. The 
final I is mute by exception. 

Epaule is feminine according to analogy (15). 

Chaleur is derived from chaud, hot or warm, which comes 
from the Latin calidus, hot. It is feminine (95). 

Etouffant is derived from the verb ^touffer, to stifle, to 
smother, to suflbcate. 

ExFONCEz is a form (414) of the verb enf oncer, derived from 
fond, seen in the 30th lesson. 

635. IVIi, mentioned in the l7th lesson as being the radical 
of demi, is an inseparable syllable denoting the division of a thing 
into two equal parts. It is joined to the principal word by a 
hyphen, except in midi, noon or mid-day, and minuit, midnight. 

Marais is derived from mare, pool, which comes from the 
Latin mare, sea. It takes no additional termination in the 
plural (17). 

Fangeux is derived from fange, mire, dirt, which is supposed 
to come from the Latin fimus, dung. This adjective takes no 
additional termination in the plural (158). 



SYNTAX.* 

Cda se voii. 
That is seen 

636. The passive form is less frequently used in French than 
in English, and verbs, which should be passive according to the 
sense, often take the reflective or pronominal form in French, as 
in the above example. This idiomatic construction will not sur- 
prise an English student, if he considers that in his own language 



* See note on page 282. 



494 THIRTY-NINTH LESSON. 

an equivalent impropriety exists, when we say : The door opens, 
for, The door is ojDened ; The books never sold, for, The books 
were never sold. These phrases would be rendered by, La porte 
s''ouvre ; Les livres ne se vendirent jamais. 



II porte dans sa giberne le baton de marichaL 

637. When a verb has two substantives for regimens, the one 
direct and the other indirect, it is usually followed by both, and 
if they are of the same length, the direct one is placed first ; if 
not, the shorter precedes the longer. 



Le sac sur le dos. — Le fusil sur Vepaule. 

638. The preposition avec, with, is here understood, and its 
ellipsis is common to all similar phrases. 



EXERCISES 

UPOX THE GEAMilATICAL OBSEEVATIOXS AND UPON THE EFLES OF 
SYNTAX. 

1. See Obs. 631. — Whoever is — Whoever has — Whoever had 
— Whoever w^as — Whoever spoke — Whoever shall sell — Who- 
ever would finish. 

2. Model: Cela se voit. Syntax, 636. — That is said — That 
is eaten — That is drunk — That is understood — That is sold — 
That is carried — That is lost — That was said — That was eaten 
— That was drunk — That was understood — That was sold — 
That was carried — That was lost — That will be said — That 
could be said. 



THIRTY-NINTH LESSON. 495 



PHRASES FOR COMPOSITION 

TO BE TEANSLATED INTO EEENCH. 

1. Whoever Jflatters his friends betrays them — 631. 

2. Whoever has no courage is not a man — 631. 

3. Whoever is envious and wicked is naturally sad — 631. 

4. We have no bread, and we have no money either 
—632. 

5. His father will not come, nor will his mothei* — 632. 

6. I do not like the cold, nor the heat neither — 632. 

7. I hope you will soon come — 633. 

8. I will come as soon as I am free — 633. 

9. I did not expect you so soon — 633. 

10. You will answer him by and by — 633. 

11. He is the friend of his workmen, rather than their master 
—633. 

12. They [are] arrived sooner than we did — 633. 

13. The bread was not on the table ; we [have] found it under 
it—QU. 

14. Did you know that it was under the table ? — 300. 

15. No, for its place is upon and not under it — 634. 

16. We were placed below them in the amphitheatre — 
634, 267. 

17. There is a half-way house [at mid-way] — 635. 

18. You will wake me at midnight — 635. 

19. His grief cannot be appeased — 636. 

20. The obstacles will be removed [levelled] — 636. 

21. You will read a very extraordinary story in that book 
—637. 

22. I have put all the provisions necessary for dinner upon the 
table— 637. 

23. You prescribe unpleasant and useless remedies to your 
patients — 637. 

24. We have proved the sincerity of our assertions to every- 
body [all the world]— 637. 



4:96 THIRTY-NINTH LESSON. 

25. The notary is waiting for us, with a [the] pen in [at] his 
hand— 638. 

26. He always sleeps with his mouth open — 638. 

27. He is waiting for his dinner, with his elbows on the table 
—638. 



FOETIETH LESSON. 497 

FOUTIETH LESSON. 

FIEST DIVISION. PRACTICAL PART. 

TEXT. 

LITEM AL TRANSLATION. 

Quaranti^Eiie le^on. 

Fortieth 

" Ma ibi, je I'avosie, sans etre poltroia, 

faith own coward 

je n'ai |>as I'esprit lieliiqueux de moii 

spirit warhke 

consln •feau-PieFre, qui servit dans la 

cousin John Peter served 

g-jierre d'Affiqee, et qui Tut ttie dans une 

war xVfrica killed 

bataiile livree a wne trifoii d'Arafees. 

battle tribe Arabs 

Fawvre Jean-Pierre ! II y a desix ans 
qu'il est mort. ^uand il aurait pti 

deitd would have been able 

inener nne existence si paisible an 

to lead existence peaceable 

iniiieu des siens, il ainia niieux cl&er- 

his liked to 

Cher fortune ailleurs. 

seek elsewhere 

^'11 quitta le pays il y a six ans, pour 

left country 

courir les aveutures. II s'enrola s\ Cons- 

to run adventures enlisted Con- 



498 FORTIETH LESSON. 

fantine, ct il y avait dix-hult nioi§ qu'il 

stantine 

etait dans I'arBiiee, cheri de ses casnarades 

army beloved 

et estinie dc ses clicrs, «|%^aiid il cut la 

esteemed chiefs 

cuissc traversee par wiie foalle et le cr;ine 

thigh traversed ball (bullet) skull 

rendu d'san coup dc sabre. Jc tiens ccs 

cleft stroke sabre hold 

details de quelqu'un de veridiqtic et dc 

somebody veracious 

bien in forme." 

informed 



THJE SAME m GOOD ENOLISU. 

"In faith, I confess that, without being a coward, I have not 
the warlike spirit of my cousin John Peter, who served in the 
war of Africa, and was killed in a battle fought against a tribe of 
Arabs. Poor John Peter ! He has been dead these two years. 
Although he could have led such a peaceable life among his 
friends and relations, he preferred trying his luck elsewhere. 

" He left the country six years ago to seek for adventures. He 
enlisted at Constantine, and had been eighteen months in the 
army, beloved by his comrades and esteemed by his chiefs, when 
he had his thigh shot through with a bullet and his skull laid 
open with the cut of a sabre. I received these particulars from a 
credible person well acquainted with the facts.'' 



FORTIETH LESSON. 



499 



QUESTIONS AND ANSWEES FOR CONVERSATION. 



Quelle est cette legon ? 
Comment s'appelait le cousin 

d'Alexis ? 
Qui s'appelait Jean-Pierre ? 
Quel esprit avait-il ? 
Qa'est-ce qu' Alexis avoue ? 



Ou son cousin Jean-Pierre ser- 
vit-il ? 

Ou fut-il tue ? 

A qui cette bataille fut-elle li- 
vree? 

Au moment ou Alexis parle, com- 
bien y a-t-il que son cousin est 
mort ? 

Ou aurait-il pu mener une exis- 
tence paisible ? 

Qu'aurait-il pu mener au milieu 
des siens ? 

Qu'aima-t-il mieux faire ? 

Au moment ou Alexis parle, 
combien y a-t-il que son cousin 
quitta le pays ? 

Que fit-il il y a six ans ? 

Pourquoi quitta-t-il le pays 1 

Ou s'enrola-t-il ? 

Que tit-il cL Constantine ? 

Combien y avait-il qu'il etait dans 
Tarraee, quand il fut tue ? 

De qui etait-il cheri ? 

De qui etait-il estime ? 

De quelle maniere perit-ii ? 



De qui Alexis tient-il ces details ' 



C'est la quarantieme. 
II s'appelait Jean-Pierre. 

Le cousin d'Alexis. 

Un esprit belliqueux. 

II avoue que, sans etre poltron, 
il n'a pas I'esprit belliqueux de 
son cousin Jean-Pierre. 

II servit dans la guerre d'Afrique. 

Dans une bataille. 
A une tribu d'Arabes. 

II y a deux ans. 

Au milieu des siens. 

Une existence paisible. 

II aima mieux chercber fortune 

ailleurs. 
II y a six ans. 



II quitta le pays. 

Pour courir les aventures. 

A Constantine. 

II s'enrola. 

II y avait dix-huit mois. 

De ses camarades. 

De ses cbefs. 

II eut la cuisse traversee par uno 

balle et le crSne fendu d'un 

coup de sabre. 
De quelqu'un de veridique et do 

bien informe. 



500 



FORTIETH LESSON. 



SENTENCES FOR ORAL TRANSLATION 



TO BE TURNED INTO ENGLISH. 

Est-il vrai que votre cousin se 

soit engage ? 
Oui, il s'est fait soklat. 
Y a-t-il longteraps ? 
n y a trois ans. 
Ou est-il maintenant ? 
II est en Afrique, 
Comment ses parents ont-ils pu 

le laisser partir ? 
II a quitte la maison paternelle 

sans rien dire a personne. 

Que ces jeunes gens sont etour- 

dis! 
II n'est pas si jeune que vous le 

croyez. 
Quel age a-t-il done ? 
II a vingt-liuit ans. 
Je croyais qu'il n'avait pas vingt 

ans. 
Yolis vous trompiez. 
A-t-il du gout pour I'etat mili- 

taire ? 
Oui, beaucoup. II est d'un ca- 

ractere tres-belliqueux. 
S'est-il deja battu depuis qu'il est 



en Afr 



que 



Oh ! bien des fois. 

Vraiment ? 

II a commence par se battre avec 

plusieurs de ses camarades. 
Bah ! 
Ensuite il a tue beaucoup d'Ara- 

bes. 
Quelle belle chose que la guerre ! 
Yous trouvez ? 
Ma foi, oui. J'aime la gloire. 



TO BE TURNED INTO FRENCH. 

Is it true that your cousin has 
enlisted ? 

Yes, he has turned soldier. 

Is it a long time since ? 

Three years. 

Where is he now f 

He is in Africa. 

How could his parents let him 
depart ? 

He left his paternal roof with- 
out saying a word to any- 
body. 

How thoughtless those young 
people are ! 

He is not so young as you believe. 

How old is he, then ? 

He is twenty-eight years old. 

I thought he was not twenty. 

You were mistaken. 

Has he any taste for a military 
life? 

Yes, indeed. He is of a very 
warlike disposition. 

Has he fought yet, since he has 
been in Africa ? 

Oh ! many times. 

Indeed? 

First of all, he fought with sev- 
eral of his comrades. 

You don't say so ! 

Then, he has killed many Arabs. 

What a fine thing war is! 

Do you think so ? 

Faith, I do. I am fond of glory. 



FORTIETH LESSON, 



501 



C'est done bien glorieux de tuer 

beaucoup d'hommes ? 
II faut bien le croire, car c'est 

I'opiiiion de tout le monde. 
Si vous etiez dans une maison de 

fous, vous vous croiriez done 

oblige de devenir fou vous- 

merae ? 
Allez, vous etes un original. 



Is it so very glorious to slay a 

great many men ? 
We must believe so ; for it is the 

opinion of every-body. 
If you -were in a mad-house, then 

you would think yourself 

obliged to go mad also ? 

Well, upon my word, you are an 
eccentric fellow. 



SECOND DIVISION. 



-THEORETICAL PAET. 



ANALYTICAL STUDY 

OF THE QEAMMATICAL PECULIAEITIES IX THE TEXT.* 

Foi, from the Latin fides^ trust, faith, is feminine by exception 
(14). Ma foi is a familiar expression for hy my faith^ upon my 
faitk^ in faith. 

AvouE is a form (349) of the verb avoue?\ mentioned in the 
33d lesson. 

PoLTRON, from the Italian 2^olti'one, coward, is used as an ad- 
jective and as a substantive. 

Esprit comes from the Latin spiritus, breath or spirit (600). 

Belliqueux is an adjective which does not change in the plural 
(158). 

Cousin is masculine (8). Its feminine is cousine. 

Servit is the third person singular of the past tense definite of 
servir^ already seen. This example shows that the irregularity 
of the verb servir does not extend to the past tense definite. 

Guerre, like the English word war, comes from the Celtic 
wer, or the Saxon woer. 

639. The letter g in French is sometimes substituted for "W 
in words which have the same meaning and the same origin in 



See note on page 282. 



502 FORTIETH LESSON. 

both languages, as : Guerre, war ; garde, ward ; gager, to wager ; 
gages, wages ; garenne, warren. 

Tu6 is a form (52) of the verb tuer, to slay, to kill. 

Bataille is derived from battre, seen in the 39th lesson. 

Tribu has been mentioned in the 12th lesson as being the rad- 
ical of contribuer. It is feminine by exception (14). 

MoRT is the past participle of the irregular verb mourir, al- 
ready seen. This verb, in its compound tenses, always takes etre 
as an auxiliary. 

AuRAiT is the third person singular of the conditional mood 
of avoir. 

Examples have now been seen of this person of the condi- 
tional mood, in the three regular forms of conjugation and the 
two auxiliaries, in the following phrases : 

" J7 ri'exigER AIT pas que je fusse plus ranger — 30th lesson. 

" // sentiKKYi le besoin de distractions^ — 30th lesson. 

"// ne se plaindRAiT pas tantP — 30th lesson. 

" S'il ne SERAiT pas plus utile.^'' — 5th lesson. 

" Quand il aurait pu menerT — 40th lesson. 

The whole of the conditional mood of avoir has now been seen : 
tPaurais, tu aurais, il aurait, nous aurions, vous auriez, ils au- 
raient. 

Examples have now been seen of the whole of the conditional 
mood in the three regular forms of conjugation, and the eigh- 
teen different observations by which its terminations have been 
pointed out, may be condensed into one general rule. 

640. § 1. The conditional mood is formed by adding 
the following terminations to that of the infinitive, the final e 
being suppressed in the verbs in re : ais, ais, ait, ions, iez, 
aient. 

§ 2. It is to be observed that these terminations are the same 
which serve to form the imperfect tense of the indicative, by 
being substituted for that of the infinitive mood (586). 

The whole conjugation of French verbs has now been seen in 
its three regular forms, and, moreover, examples have been given 
of all the forms of the two auxiliaries etre and avoir. 

Pu is the past participle of the irregular verb pouvoir, already 
seen. 



FOKTIETH LESSOK. 503 

Mener has been seen in the future tense in the 32d lesson. 

Existence is a word alike in French and in English (167). 

Paisible is derived from paix, mentioned in the 38th lesson as 
being the radical of apaiser. 

Siens is the plural of sieri (126). It has been used in this 
lesson for his family^ his relations, or his friends. 

641. The possessive pronouns are sometimes used as substan- 
tives, to denote our relations, friends, or dependents, but only in 
the masculine gender and in the plural number : Les miens, les 
tiens, les siens, les notres, les vdtres, les leurs. 

AiMA is a form (178) of the verb aimer, already seen. 

Chercher is a verb of the first conjugation and in the infini- 
tive mood (121). 

Ailleurs has been mentioned in the 34th lesson as being the 
radical of d'ailleurs. 

QuiTTA is a form (178) of the verb quitter, seen in the 38th 
lesson. 

Pays comes from the Latin pagus, village, district, or com- 
munity. It is masculine according to analogy (14). 

CouRiR has been seen in the future tense in the 19th lesson. 

AvENTURE is one of the derivatives oi venir, mentioned in the 
15th lesson (340). 

Enrola is a form (l78) of the verb enrdler, to enlist. 

Arm^e is feminine according to analogy (15). 

Cheri is a form (481) of the verb cherir, one of the derivatives 
oi cher, mentioned in the 16th lesson, 

EsTiMfe is a form (52) of the verb estimer, which comes from 
the Latin cestimare, to rate, to estimate, and to esteem, and has 
the same acceptations. 

Travers^e is a form (52, 53) of the verb traverser, to cross, 
to go through, to traverse. 

Balle, from the German hall, is feminine according to anal- 
ogy (15). 

Crane, from the Greek xpavi'ov, head, skull, is masculine by 
exception (15). 

Fendu is a form (381) of the xq\\> fendre, to cleave, to split. 

Coup, from the Italian coljjo, blow, is masculine according to 
analogy (14). 



504: FORTIETH LESSON. 

Sabre, from the German sabel^ sabre, is masculine by excep- 
tion (15). 

TiENS is the first person singular of the present tense of the 
indicative mood of the irregular verb /emV, already seen. 

642. § 1. Quelqu'un, formed of quelque and un^ both of 
which have been seen, is an indefinite pronoun. When used in 
an absolute sense, that is, without any reference to a substantive, 
it corresponds to some one, somebody, any one, anybody. In this 
sense, it is used only in speaking of persons, and is always mas- 
culine. It may take the plural form, quelques-uns, but only 
when it is a subject. 

§ 2. When it is not absolute and refers to a substantive, it 
corresponds to some and any, and may relate to things as well 
as to persons. In this sense it takes the feminine and plural 
forms, quelqu'une, quelques-uns, quelques-unes. 

Examples have now been seen of all the indefinite pronouns 
in the following phrases : 

" Ce vice donne naissance a tons les autres." — 1st lesson. 

"Zrt sante d^AuxRUi." — 38 th lesson. 

"// nous fit voir chacun des visceres^ — 36th lesson. 

" L'uN d''eux, par exempUy — 15th lesson. 

" Combien defois 7^V^0N pas dit ? " — 1st lesson. 

" Personne n^etait inieux disposed — 28th lesson. 

" Quelqu'un de v^ridique.^^ — 40th lesson. 

"QuicoNQUE sert la patrie.'' — 39th lesson. 

Quelqu'un being followed by an adjective requires de before 
this adjective (411). 

Veridique is one of the derivatives of vrai, seen in the first 
lesson. 

Informe is the past participle of informer^ to inform. 



FORTIETH LESSOR. 505 



SYNTAX.* 

n y a deux ans qu'^V est viort. 
II y avait dix-huit mois qu'zY efait dans Varmee. 

643. § 1. The verb y avoir, there to be, is frequently used 
before words denoting the time elapsed since an event took place, 
or the time during which a state or an action has been continued. 
The que which follows signifies since ; thus, the literal transla- 
tion of the abov^e examples is : There are two years since he is 
dead ; There were eighteen months since he was in the army. 

§ 2. The preposition depuis, since, may often be employed in- 
stead of Y AVOIR in similar phrases, thus : // est mort depuis 
deux ans : II etait dans Varmee depuis dix-huit mois. 



n est mort. — He has been dead. 

644. The compound tense to have been, or to have been doing, 
when it denotes that a state or an action continues, must be 
rendered by the present tense in French. We should accord- 
ingly translate, We have been here this hour, by, II y a line 
heure que nous sommes ici, and, We have beex wAiTixa/br you 
these two hours, by, U y a deux heures que nous vous attendons. 

In the phrase II est mort, we consider the verb as in the pres- 
ent tense, because mort is used as an adjective. 

The literal translation of He has been dead, by, H a ete 
mort, would seem absurd in French, as meaning, He was dead, 
and is alive again (291). 



II etait dans Varmee. — He had been in the army. 

645. As a consequence of the preceding observation, when 
the pluperfect tense denotes that a state or an action was con- 
tinuing, it is rendered by the imperfect tense in French (134). 



* See note on page 

22 



506 



FORTIETH LESSON. 



// quifta le pays il y a six ans. 

646. When il y a, denoting time elapsed, precedes the prin- 
cipal verb, the word que, signifying since, is required ; but 
when the principal verb is placed first, que is of course unneces- 
sary. 



II aurait pu mourir. 

647. Among the irregular verbs already seen, there are three, 
the English equivalents of which are defective and have no past 
participle, viz. devoir, pouvoir, and vouloir. The past partici- 
ples of these verbs are, du, pu, and voulu. The absence of 
equivalent forms in English gives rise to different constructions, 
which may all be reduced to a single one in French : the above 
verbs forming a compound tense with the auxiliary verb avoir^ 
and being followed by an infinitive, as the following examples 
will show. 



or, 



He could have led. 

He ought to have lived 

should have lived. 
He would have gone. 
You may have heard. 
He must have seen. 
I wish I had been there ; 

should have liked to 

been there. 
We have been able to speak to 

him. 
You should not have done that. 



or, I 
have 



II AURAIT PU mener. 
II AURAIT DU vivre. 

II AURAIT VOULU allev. 
Vous AVEZ PU entendre. 
II A DU voir. 
c/'aurais voulu etre la. 



Nous AVONS PU lui parler. 
Vous n'AxsBi^zpas Btfaire cela. 



Estime de ses chefs. 

It would not sound so well, but still it would be correct, to 
say: CMri par ses camarades et estim^ par ses chefs. The 
choice between de and par after a passive verb is sometimes a 



cause of doubt, even for the French. 



FORTIETH LESSOI^-. 507 

648. In general, de is preferable between a passive verb and 
the name of the agent, when the verb expresses a feeling, as cheri^ 
estime ; and par is more properly employed, when the verb ex- 
presses an action, as : " II etait hattu par ses camarades et i^uni 
PAR ses chefs^ he was beaten by his comrades, and punished by 
his chiefs." 



EXERCISES 

UPON THE GRAMMATICAL OBSEEVATIOXS AXD TJPOX THE RULES OF 
SYNTAX. 

1. See Obs. 640. — I should avow — Thou wouldst accompany 
— He would appease — We should swallow — You would assist — 
They would arrive — I should level — Thou wouldst cherish — He 
would sleep — We should finish — You would cure — They would 
moan — I should cleave — Thou wouldst write — He would instruct 
— AVe should read — You would put — They would please. 

2. Model: II aurait pu mener. Syntax, 647. — I could have 
thought — Thou couldst have pronounced — He could have spoken 
— We could have promised — You could have pretended — They 
could have proved. 

3. Models : Esthn€ de ses chefs — Battu par ses camarades. 
Syntax, 648. — Admired by his friends — Loved by his father — 
Brought by a workman — Defended by his companions — Hated 
by poets — Bitten by a horse. 



PHRASES FOR COMPOSITION 

TO BE TRANSLATED INTO FRENCH. 

1. Somebody wants [wills] to speak to you — 642. 

2. Have you seen any one? — 642. 

3. If anybody comes, you will tell [it] me — 642. 

4. Do you expect anybody ? — Yes, I expect somebody — 642. 



508 FOKTIETH LESSON. 

5. Some blame liim ; but his friends admire him — 642. 

6. My pens are very good ; will you have some of them ? 
■—642, 268. 

7. I have seen some of your comrades — 642. 

8. I have been waiting for you this hour — 643, 644. 

9. "We have been in [at] Paris these ten days — 643, 644. 

10. He came to see us for the first time a month ago — 
643, 646. 

11. I spoke [have spoken] to him a few days ago — 643, 646. 

12. Is it long [time] since you saw [have seen] him ? — 643. 

13. We saw [have seen] him six months ago — 646. 

14. He has been sleeping these two hours — 643, 644. 

15. He has been a soldier these three months — 643, 644. 

16. He had been a physician two years — 645. 

17. The barrister had been speaking three hours — 645. 

* 18. You could have gone to the village with your child — 647. 

19. I would have spoken, but I did not know what to say 
—647. 

20. Could you have believed [a] such a thing? — 647. 

21. You ought not to have answered thus — 647. 

22. You cannot have believed that — 647. 

23. Your sister is loved by all those who know her — 648. 

24. The poor animal was crushed by a carriage — 648. 

25. The general is feared by all the soldiers — 648. 

26. He is hated by many of [between] them — 848. 

27. They affirm [pretend] that they have been betrayed by 
him— 648. 



TEXT 



OP THE FIRST FORTY LESSONS; 

BROUGHT INTO OXE YIEW, FOK THE CONVEXIENOE OF REFEEENOE. 



1. Le jeime Alexis Delatour 
etait un assez bon gargon, qui 
n'avait qu'un seul defaut, la pa- 
resse. Mais combien de fois 
D'a-t-on pas dit que ce vice donne 
naissance a tous les autres ? C'est 
un proverbe, vous le savez. Or, 
nous pensons que les proverbes 
sont generalement vrais. 

2. Le pere d' Alexis, horaiue 
intelligent et actif, exergait la pro- 
fession de menuisier. On le 
voyait presque toujours a son 
etabli, I'oeil anime, les manches 
retroussees jusqu'au coude, et la 
scie ou le rabot a la main. 

3. II se desolait, parce qu'il ne 
pouvait obtenir de son fils qu'il 
suivit son exemple. "Quel fai- 
neant I " disait-il, *•' Ou va-t-il ? 
Que fait-il? A quoi cct idiot 
passe-t-il son temps? E^;t-ce 
qu'il ne se corrigera jamais? 
Comment done lui faire entendre 
raison? " 

4. Le brave homme, guide 
par de fausses idees de grandeur, 
avait eu le tort, pardonnable 
Bans doute, de vouloir que son 



1. Young Alexis Delatour v^as 
a good sort of fellow, who had 
but one fault, laziness. But how 
often has it not been said that 
this vice gives birth to all others ? 
It is a proverb, you know. Now, 
we think that proverbs are gen- 
erally true. 



2. The father of Alexis, an in- 
telligent and active man, Avas a 
joiner. He was almost always to 
be seen at his bench, with his eye 
bright, his sleeves tucked up to 
his elbows, and with a saw or a 
plane in his hand. 

3. He Avas grieved, because he 
could not get his son to follow 
his example. " What a drone! " 
said he. " Where does he go ? 
What does he do ? Hoav does the 
idiot spend his time? Will he 
never mend ? How shall I make 
him listen to reason ? " 



4. The honest man, guided by 
false notions of grandeur, had 
committed the foult, a pardona- 
ble one undoubtedly, to deterniino 



510 



TEXT OF THE FIEST FOKTY LESSONS. 



enfant ftit plus que lui, et qn'il 
eAt une education superieure k 
celle qu'il avait re^ue lui-meme 
de son p^re et de sa m^re. 



5. C'est pourquoi il Tayait mis 
d'abord dans une des meilleures 
institutions de Paris, desirant qu'il 
reunit toutes sortes de connais- 
sances. II voulait surtout qu'il 
sti le grec et le latin, sans exami- 
ner s'il ne serait pas plus utile 
qu'il possedat bien la langue fran- 
gaise, cette langue etant la sienne. 



6. Le succes ne repondit pas 
aux ambitieuses esperances du 
pauvre ouvrier. Au bout de 
quelques mois, des revers de for- 
tune assaillirent Monsieur Dela- 
tour. Deux maisons de com-- 
merce, oii il avait place ses 
epargnes, suspendirent leurs paie- 
ments ; peu apres, elles firent 
bauqueroute, et donnerent cinq 
pour cent a leurs nombreux cre- 
anciers. 

7. Ces tristes circonstances eu- 
rent pour resultat de forcer M. 
Delatour a retirer notre petit pa- 
resseux de sa pension, dans la- 
quelle il avait appris fort peu de 
chose, et d'ou il ne rapportait 
qu'un penchant un peu plus" pro- 
nonce pour I'indolence, avec une 
aversion complete pour le metier 
de son pere, qu'il regardait comme 
une chose basse et indigne de lui. 



that his child should be greater 
than he, and that he should have 
an education superior to that 
which he himself had received of 
his father and mother. 

5. He had therefore placed 
him at first in one of the best 
academies in Paris, wishing him 
to be versed in every branch of 
knowledge. .He desired above all 
that he should know Greek and 
Latin, without considering wheth- 
er it Avould not be more useful 
for him to be master of the 
French language, which was his 
own. 

6. The ambitious hopes of the 
poor workman were not crowned 
with success. After a few 
months, misfortunes befell Mr. 
Delatour. Two commercial hou- 
ses, in which he had placed bis 
savings, stopped payment; a 
short time afterwards they failed, 
and paid a shilling in the pound 
to their numerous creditors. 



Y. The consequence of these 
untoward occurrences was, that 
Mr. Delatour was compelled to 
remove our little lazy fellow from 
school, where he had learned very 
little, and whence he returned 
with a still stronger propensity to 
indolence, and a decided aversion 
to his father's business, Avhich ho 
looked upon as low and unworthy 
of him. 



TEXT OF THE FERST FOETY LESSOXS. 



511 



§. Alexis, quand il fut chez son 
pere, cessa totalement d'etudier, 
et s'affrancliit de toute contrainte. 
II eiit bientdt oublie le pen qu'il 
savait. Tous les jours il flanait 
dans les rues, ou sur les boule- 
vards, qui etaient ses promenades 
favorites. II s'arretait souvent 
en contemplation muette devant 
les plus belles boutiques. 

9. II s'etendait quelquefois 
sur un banc, dans le jardin des 
Tuileries, ou dans celui du Luxem- 
bourg, et il s'y assoupissait. II 
frequentait aussi les quais et les 
ponts, et demeurait de longnes 
hem-es appuye sur un parapet, a 
regarder I'eau couler. II appelait 
cela une douce et molle reverie, 
une nonchalance poetique. 



10. La i)lupart des paresseux 
pretendent etre poetes ou artis- 
tes; beaucoup d'entre eux finis- 
sent meme par se persuader qu'ils 
le sont. Xous ne voulons pas 
dire que tous les poetes soient des 
paresseux, A Dieu ne plaise que 
nous ayons une pareiUe pensee! 
La justice veut que nous rendions 
hommage au genie- reel. Aussi 
admirons-nous ce qu'il y a de su- 
blime et de touchant dans les pro- 
ductions de I'art et de la poesie. 

11. Seulement, nous avons re- 
marque que bien des gens s'ima- 
ginent avoir le feu sacre, et sentir 
" du ciel I'influence secrete," pour 
pcu qu'ils aient barbouille quel- 



§. When Alexis was at home 
again at his father's, he gave up 
studying altogether, and freed 
himself from all restraint. He 
soon forgot the little he knew. 
Every day he used to loiter about 
the streets, or on the boulevards, 
which was his favorite walk. 
He often stopped in mute con- 
templation before the finest shops. 

9. He would sometimes stretch 
himself on a bench, in the garden 
of the Tuileries, or the Luxem- 
bourg, and there slumber. He 
used also to frequent the quays 
and bridges, and would remain 
for hours together, leaning on a 
parapet, looking at the course of 
the water. He called that a gen- 
tle and soft revery, a poetical 
heedlessness. 

10. Most idlers pretend that 
they are either poets or artists ; 
and many of them persuade them- 
selves in the end that they are so. 
We do not mean to say that all 
poets are idlers. God forbid that 
we should entertain such a 
thought! It is but just to pay 
homage to real genius; and we 
admire all that is sublime and 
affecting in the productions of 
art and poetry. 



11. But we have observed 
that many people imagine they 
possess the sacred fire, and fancy 
they feel the secret influence of 
heaven, because they have scrib- 



512 



TEXT OF THE FIEST FOETY LESSONS. 



ques feuilles de papior, et qu'ils 
aiment a se promener les bras 
croises et le nez tourne vers les 
cieux. Ces insignifiants person- 
nages, bien qn'ils croupissent dans 
rinaction et qu'ils ne rendent 
anciin service a la societe, rogar- 
dent les travailleurs comme in- 
fiuiment au-dessous d'eiix. 

12. Plusieurs des coinpagnons 
d' Alexis, ayant le meine caractere 
que lui, oontribuaient a Tentre- 
tenir dans ces dispositi(3ns oisives. 
"Nous serious bienfous," disaient- 
ils, " de bailler sur des gram- 
maires et des di cti on n aires, comnie 
nous le faisions a I'ecole, ou nous 
perissions d'ennui ; noircissant 
nos cahiers de mots que nous 
n'enteudions guere, et attendant 
impatiemment I'heure de la recre- 
ation." 

13. "Nos maitres voulaient 
que nous eussions du gout pour 
Tetude ; ils voulaient que nous en 
sentissions les avantages et que 
nous J trouvassions du plaisir; 
mais ils ne savaient pas la rendre 
attrayante. lis s'etonnaient que 
nous repondissions mal a de s6ches 
questions auxquelles nous ne com- 
prenions rien du tout, lis exi- 
geaient que nous fussions attentifs, 
et ils ne nous parlaient que de 
clioses ennuyeuses." 

S 4. " Nous voiia libres ! Oui, 
nous le sommes enfin ! Pourquoi 
ne jouirions-nous pas de nos 
beaux jours? Pourquoi pcrdrions- 



bled over a few sheets of paper, 
and are fond of walking about, 
with their arms folded and with 
their noses turned up towards 
the skies. These insignificant 
people, though they give way to 
idleness and do no service to soci- 
ety, look upon pains-taking men 
as far below them. 

12. Several of the companions 
of Alexis, having the same char- 
acter as himself, contributed to 
maintain him in this idle disposi- 
tion. " We should be very fool- 
ish," said they, " to be yawning 
over grammars and dictionaries, 
as we used to do at school, where 
we were ready to die with ennui ; 
blotting our copy-books with 
words that we scarcely under- 
stood, and waiting impatiently 
for the hour of play." 

13. "Our masters wished us 
to have a taste for study ; they 
wanted us to feel its advantages 
and to find pleasure in it; but 
they did not know how to render 
it attractive. They wondered at 
our making wrong answers to dry 
questions that we did not under- 
stand at all. They insisted on 
our being attentive, though they 
spoke to us only on tedious sub- 
jects." 



1 4. " NoAv we are free ! Yes, 
we are so at length ! Why should 
we not enjoy our happy days? 
Why should we waste our pre- 



TEXT OF THE FIKST FORTY LESSONS. 



513 



nous des moments precieux ? 
Xous aurions grand tort. Faut-il 
etre grave et raisonnable a tout 



age: 



X< 



non I Divertissons- 



nous. iSTos parents ont eu leur 
temps ; aujourd'hui c'est le notre. 
X'attendons pas que nous soyons 
trop vieux pour gofiter une 
tranche gaiete. X'ayons nuUe 
autre pensee que celle de nous 
amuser." 

15. Ces etourdis avaient tou- 
jours quelque nouvelle partie a 
lui proposer. L'un d'eux, par 
exemple, lui disait un jour : 
" Yenez avec moi demain, Xous 
irons en bateau sous Tombre 
fraiche des grands saules qui bor- 
dent la riviere, et la nous peche- 
rons. J'aurai ma ligne ; vous 
prendrez la votre, ainsi que vos 
hame(;ons. Xous aurons de bon- 
nes amorces, et je vous reponds 
que le poisson mordra. Votre 
ami, le gros Guillaume, et son 
frere, Jacques le roux, seront 
des n6tres." 

16. " lis auront du Cham- 
pagne, des g&,teaux et d'autres 
friandises que leur fourniront a 
credit des marchands qui les con- 
naissent. Moi, je me chargerai 
du pain et de la viande. Quant 
a vous, mon cher, vous apporterez 
ce que vous voudrez. Ces mes- 
sieurs savent des histoires qui 
vous surprendront et qui vous 
feront rire. -Je suis sur que vous 
no serez pas fiche d'etre venu. 
Je vous avertis que nous serons 

22* 



cious moments? 'V^e should be 
very wrong to do so. Is it ne- 
cessary to be gi*ave and steady at 
every age ? IsTo, no I Let us di- 
vert om-selves. Our parents have 
had then- day; it is ours now. 
Let us not wait till we are too old 
to indulge in unfeigned mirth. 
Let us have no other thought 
than that of enjoying ourselves." 



15. These madcaps had al- 
ways some new party to propose 
to him. One of them, for in- 
stance, said to him one day: 
" Come with me to-morrow. We 
will go in a boat in the cool shade 
of the large willoAvs that skirt the 
river, and there we will fish. I 
shall have my line ; you will take 
yours, together with your hooks. 
We will have some good bait, and 
I warrant you the fish will bite. 
Your friend, fat William, and his 
brother, James the red-haired, 
will /oin us." 

16. ''They will have some 
Champagne, some cakes and other 
nice things which some tradesmen 
of their acquaintance will supply 
them with, on credit. I shall 
provide the bread and meat. As 
for you, my dear fellow, bring 

! whatever you please. Those 
• young men know some stories 
I that will surprise you and make 
' you laugh. I am sure you will 
j not be sorry to have come. I 
i warn you that we shall bo early 



5U 



TEXT OF THE FIEST FORTY LESSONS. 



de bonne heiire au rendez-vous. 
Ilier, nous y etions avant six 
heures du matin. ISTous avions nn 
filet qn'on nous avait prete. 
Nous passames une journee tres- 
agreable." 

17. " II est vrai que, pendant 
plusienrs heures, nous ne vimes 
rien venir. Mais nous eumes de 
la patience, et nous en f(imes 
recompenses outre mesure ; car 
nous primes quatre grosses carpes 
dorees, une anguille qui avait un 
metre, c'est-a-dire environ trois 
pieds, de longueur, et tant de 
goujons, d'ablettes et de menu 
fretin que nous en remplimes un 
panier. Nous voulumes savoir 
le poids de notre peche. Le tout 
pesait quinze kilogrammes et de- 
mi, ce qui equivaut k trente et 
une livres. Nous en vendimes 
la moitie. Je ne doute pas que 
nous ne reussissions encore cette 
fois-ci." 

18. Un autre jour, des appren- 
tis du voisinage se reunissaient 
pour aller se promener dans les 
champs. " Dites done, cama- 
rade," s'ecriaient-ils en aperce- 
vant xilexis, " Yous viendrez tout 
k I'heure faire un tour avec nous, 
n'est-ce pas ? Nous attendrons 
que vous soyez pret. Nous par- 
tirons tons ensemble; mais de- 
pechez-vous; soyez un peu plus 
alerte que de coutume." — "Ou 
allez-vous?" demandait celui-ci. 
— "Nous n'en savons rien," re- 
pondaient - lis. " Qu'importe, 



at the place of rendezvous. Yes- 
terday we were there before six 
o'clock m the morning. We had 
a net which was lent us. AYe 
spent a very pleasant day." 



17. "For some hours, it is 
true, we had no result. But we 
took patience, and were amply 
rewarded for it; for we caught 
four large golden carps, an eel 
that was a meter, that is, about 
three feet long, and so many gud- 
geons, bleaks, and small fry, that 
we filled a basket with them. 
We wanted to know the weigh^ 
of our fish. The whole weighed 
fifteen kilograms and a half, 
which is equivalent to thirty-one 
pounds. We sold the half of it. 
I do not doubt but we shall suc- 
ceed this time also." 



1§. Another day, some ap- 
prentices of the neighborhood met 
together for the purpose of going 
to take a w^alk in the fields. 
" Halloo ! comrade," exclaimed 
they, on perceiving Alexis, " you 
will come presently and take a 
turn with us, will you not ? We 
will wait till you are ready. We 
will all start together ; but make 
haste ; be somewhat quicker than 
usual." — "Where are you go- 
ing ? " inquired the latter. — " We 
do not know," answered they. 
" What matters, provided we en- 



TEXT OF THE FIRST FOKTY LESSONS. 



515 



pourvu que nous nous amu- 
sions ? " 

19. " Xous courrons, nous 
sauterons, nous jouerons aux bar- 
res, an cheval fondu et a d'autres 
jeux. Garnissez vos poches, si 
vous le pouvez. Si vous n'avez 
pas d'argent, n'importe; suivez- 
nous toujours et n^ayez aucun 
souci du reste.'' 

Toutes les invitations du meme 
genre etaient joyeusement accep- 
tees, en quelque moment qu'elles 
arrivassent ; quelque inoppor- 
tunes qu'elles fussent ; quelques 
pressantes occupations qu'elles in- 
terrompissent ; quelques inconve- 
nients qu'elles eussent, et quels 
que fussent ceux qui les faisaient, 
pourvu qu'ils eussent I'air de bons 
enfants. 

20. II y avait, parnii les an- 
ciennes connaissances d'Alexis, un 
etudiant austere et froid, qui le 
sermonnait de temps en temps, et 
qui, la derniere fois qu'ils se ren- 
contrerent, lui tint a pen pres ce 
Ian gage : " Croyez-moi, cber con- 
disciple; fuyez les flatteuses se- 
ductions de cette compagnie fri- 
vole et corruptrice. Quand meme 
vous auriez de la fortune, vous 
seriez a bldmer de ne songer qu'a 
boire, a manger, k dormir et k 
tuer le temps, sans rien faire de 
profitable. Vous finirez par vous 
lasser de cette vie dissipee, et 
vous en reconnaitrez le vide ; raais 
ne sera-t-il pas trop tard? " 



joy ourselves ? " 



19. " We sball run and jump 
and i)lay at prisoners' base, at 
leap-frog and other games. Line 
your pockets if you can. If you 
have no money, it matters not ; 
come with us and never mind the 
rest." 

AU invitations of the same kind 
were joyfuUy accepted, at what- 
ever moment they might arrive ; 
however untimely they might be ; 
whatever pressing occupations 
they might interrupt ; Avhatever 
inconveniences might attend 
them, and whoever they might be 
who made them, provided they 
looked like good fellows. 



20. There was, among the old 
acquaintances of xVlexis, an aus- 
tere and frigid student, who lec- 
tured him now and then, and who, 
the last time they met, spoke to 
him nearly as follows : " Take my 
advice, dear fellow-student ; shun 
the enticements of that frivolous 
and corrupting society. Even 
though you were wealthy, still 
you would be to blame to think 
of nothing but eating and drink- 
ing, and sleeping and killing time, 
without doing any thing profita- 
ble. You will at last get tired of 
this life of dissipation, and you 
will acknowledge the futility of 
it ; but will it not be too 
late?" 



516 



TEXT OF THE FIEST FOETY LESSONS. 



21. " Si Yous poursuiviez vos 
etudes, elles vous conduiraient 
loin ; car vous ne manquez iii de 
inemoire ni de jugenieiit. Vous 
ai)i)rendriez facilement et vous 
trouveriez bien vite Toccasion 
d'utiliser votre savoir ct vos ta- 
lents. Alors vous adouciriez la 
])Osition de votre pere, qui n'est 
pas lieureuse. Vous souvenez- 
vous qu'un jour, a notre pension, 
le niaitre promit une seniaine de 
conge a celui qui ferait le nieillcur 
theme et la meilleure version? " 



22. "Yous etiez, je crois, le 
moins avance de la classe. Vous 
languissiez dans I'obscurite. Ja- 
mais vous n'aviez obtenu le nioin- 
dre prix. Cependant, stinmle par 
une si charmante perspective, 
vous fites des prodiges. Vous 
travaUlates avec une ardeur telle 
que vous vous rendites malade. 
Vous finites votre ta,clie avant 
tous vos rivaux, et vous futes 
vainqueur. Voila ce que vous 
eMes le courage d'accomplir; et 
ce courage vous I'aurez toutes les 
fois que vous le voudrez." 

23. "Je ne dis pas qu'il soit 
necessaire que vous vous rendiez 
malade, que vous passiez des nuits 
k ecrire, on que vous jaunissiez 
sur des livres# Je voudrais seule- 
ment que vous perdissiez moins 
de temps, que vous sentissiez ce 
dont vous etes capable, et que 
vous eussiez de I'ambition." 

Alexis reconnut peut-etre la 



21. "If you pursued your 
studies, they would advance you 
in the world ; for you want nei- 
ther memory nor judgment. You 
vv-ould learn easily, and would 
soonfmd an opportunity of proMt- 
ing by your learning and tal- 
ents. You might then alleviate 
your father's position, which is 
not a happy one. Do you re- 
member that one day, at our 
seliool, the master promised a 
week's holidays to him who 
should make the best exercise and 
translation ? " 

22. " You Avere, I think, the 
most backward in the class. You 
were lost in obscurity. You had 
never gained the least prize. 
However, stimulated by such a 
charming prospect, you did won- 
ders. You worked with such 
ardor that you made yourself 
ill. You completed your task be- 
fore all your rivals, and were vic- 
torious. This you had the cour- 
age to perform ; and that courage 
you will have whenever you 
please." 



23. " I do not say that it is 
necessary you should make your- 
self ill, sit up foi- whole nights 
writing, or pore over books till 
you turn yellow. I only wish 
you would lose less time, and that 
you could feel what you are ca- 
pable of, and that you had some 
ambition." 

Alexis probably felt the just- 



TEXT OF TUK FIRST FORTY LESSONS. 



517 



jnstesse de ces observations ; mais 
il n'aimait pas les reraontrances, 
et il repondit briisquement a ce 
sage conseiller : " Je voudrais, 
nioi, que vous fiissiez moins 
serieux, ou sinon, que vous me 
laissassiez tranquille." 

24. Delatour commen^ait k 
devenir vieux. II se plaignait de 
plus en plus amerement de I'apa- 
thie de son fils. " Mediant en- 
fant," disait-i], " il semble que tu 
aies resolu de me faire mourir de 
chagrin. Je veux que tu m'ecoutes 
k la fin, et que tu m'obeisses. 
Apres tout ce que j'ai fait pour 
toi, je veux que tu te rendes 
utile, d'une maniere quelconque ; 
et tu le fera?, a moins que tu ne 
sois un ingrat. Tu ne reflechis 
done jamais ? Tu n'as done point 
de souci de I'avenir ? " 

25. " A quoi penses-tu ? Parie. 
Comment peux-tu esperer de faire 
ton chemin, si tu perds ton temps 
corame cela? Comment te de- 
fendras-tu de la misere, quand je 
ne serai plus ? Quelles ressources 
auras-tu, quand tu seras oblige 
de te suffire k toi-meme ? Ke- 
I)onds. Ne te rei)entiras-tu pas 
ulors? Jette les yeux sur les 
enfiints de mes confreres. lis 
sont tes egaux, songes-y bien. Ne 
les vois-tu pas k I'ouvrage depuis 
Ic matin jusqu'au soir 1 N'es-tu 
])as aussi fort qu'eux ? lis se ser- 
vent de leurs bras ; pourquoi n^ 
te sers-tu pas des tiens ? " 



ness of these observations, but he 
disliked remonstrances, and ab- 
ruptly replied to his sage adviser : 
" / wish you would be less seri- 
ous, or else, that you would let 
me alone." 



24. Delatour began to grow 
old. He complained more and 
more bitterly of his son's apathy. 
" You wicked boy," said he, " you 
seem to have resolved to make 
me die with sorrow. But you 
shall listen to me at last, and obey 
me. After all I have done for 
you, you shall make yourself use- 
ful in one way or another ; and 
you will, if you are not an un- 
grateful boy. Do you never 
reflect? Have you no care of 
the future?" 



25. " What aye you thinking 
of? Speak. How can you hope 
to thrive, if you waste your time 
thus ? How will you save your- 
self from beggary, when 1 am 
dead ? "What resources will you 
have, when you are obliged to 
shift for yourself? Tell me, don't 
you think you will repent tlien ? 
Just look at the children of my 
fellow-workmen. They are in the 
same position as yourself, remem- 
ber ; and yet do you not see them 
at work from morning till night? 
Are you not as strong as they ? 
They put their hands to work ; 
why don't you put yours ? " 



518 



TEXT OF THE FIRST FORTY LESSONS. 



Ql?. "Lorsque j'etais k mon 
aise, je nourrissais I'espoir de te 
voir occuper dans le moiide un 
rang plus brillant que le mien. 
Je desirais que tu t'elevasses au- 
dessus de ta famille, et que tu en 
fusses Torgueil et I'appui. II fal- 
lait pour cela que tu eusses de 
I'instruction ; aucun sacrifice ne 
m'a coute pour te mettre a m6me 
d'en acquerir. Ton excellente 
m^re, dont je ne cesse de pleurer 
la perte, avait combattu mes pro- 
jets; mais j'avais fini par les lui 
faire partager. J'attendais de 
ton elevation le bonheur de ma 
vieillesse." 

27. " Quelque place que tu 
remj)lis8es, je ne doutais pas que 
tu ne repondisses a mon attente. 
Mon fils, me disais-je, aura les 
professeurs les plus distingues ; il 
s'instruira, deviendra celebre, et 
me benira de lui avoir ouvert la 
carriere de la vraie gloire; de 
celle que Ton tient de soi-meme 
et non de ses aieux. Mais, tu le 
sais, des personnes sur I'honneur 
desquelles je croyais pouvoir 
compter, traliirent ma confiance, 
de la majiiere la plus lionteuse et 
la plus infame. Je perdis subite- 
ment le fruit de trente ans de 
travail." 

2§. " Quand tu revins au do- 
micile paternel, tu preteudis que 
tu n'etais pas fait pour manier des 
outils. Tu m'assuras que tu re- 
flecliissais aiix raoyens de tirer 
parti de tes hautes facultes ; car 



26. " When I was in easy cir- 
cumstances, I entertained a hope 
of seeing you hold in the world a 
more brilliant station than mine. 
I wished you might rise above 
your family, to be our pride and 
support. For this it was neces- 
sary you should have learning ; I 
grudged no sacrifice to enable 
you to acquire it. Your excellent 
mother, whose loss I incessantly 
lament, opposed my projects ; but 
I had at last prevailed on her to 
adopt them. I relied on your 
advancement for the happiness of 
my old age." 



27. " Whatever place you 
might occupy, I did not doubt 
but you would realize my expec- 
tations. My son, thought I, will 
have the most eminent professors ; 
he will acquire learning, will be- 
come a celebrated man, and bless 
me for having pointed out to him 
the path of true glory ; that glory 
for which we are indebted to 
ourselves and not to our ances- 
tors. But, you know, some per- 
sons, on whose honor I thought I 
might rely, betrayed my trust in 
the most shameful and infamous 
manner. I suddenly lost the fruit 
of thirty years' labor." 

2§. "When you were again 
under the paternal roof, you said 
that you were not made to handle 
j;ools. You assured me that you 
were musing on the best way of 
employing your eminent faculties ; 



TEXT OF THE FIKST FORTY LESSONS. 



519 



tn pretendais 6tre propre a tout, 
et personne n'etait mieux dispose 
que moi a te croire. Tu finis par 
me demander du temps pour te 
decider sur le choix d'un etat. 
D'autres, a ma place, auraient ete 
durs et severes. Tu sais pourtant 
avec quelle indulgence tu fus 
ecoute. Tu n'eus pas de peine a 
obtenir de ma tendresse les delais 
que tu souhaitais." 



29. " Quand done te decide- 
ras-tu ? Si tu avals du coeur, tu 
ne souffrirais pas que ton pere 
epuisat pour te faire yivre ce qui 
lui reste de vigueur et de sante. 
Tu t'empresserais an contraire de 
le soulager dans tons les details de 
ses travaux. Tu n'attendrais pas 
qu'il t'en priat. Tu serais heu- 
reux de diminuer ses fatigues en 
en prenant ta part. Enfin, tu 
aurais besoin de t'acquitter de ce 
que tu lui dois. Allons, aie de la 
fermete, degourdis-toi, et sois mon 
soutien, au lieu d'etre une charge 
pour raoi." 



30. Mais Alexis restait sourd 
a ces exhortations. " Mon p^re," 
se disait-il, "est en ceci comrae 
toutes les vieilles gens, qui ne 
veulent pas qu'on se divertisse, 
parce que rien ne les distrait, et 
qu'il leur est difficile de compren- 
dre une maniere devoir differente 
de la leur. II s'etonne que je sois 



for you boasted on being fit for 
any thing, and no one was better 
disposed than I to believe 3'ou. 
At last you begged I would grant 
you time to make up your mind 
as to the choice of a profession. 
Others, in my place, would have 
been harsh and severe. You 
know, however, with what in- 
dulgence you were listened to. 
You had no difl3culty to obtain 
from my fondness the delay you 
wished for." 

29. " But when will you have 
made up your mind? If you 
were a lad of any spirit, you 
would not suffer your father to 
exhaust the remainder of his 
health and vigor to sustain you. 
You would, on the contrary, have 
at heart to relieve him in the dif- 
ferent branches of his business. 
You would not wait for his ask- 
ing. You would be happy to 
lessen his fatigues by taking your 
share of them. In short, you 
would feel that you ought to re- 
pay the obligations you are under 
to him. Come, a little resolution, 
stir yourself, and be my support, 
instead of being a burden to me." 

30. But Alexis turned a deaf 
ear to these expostulations. " My 
father," thought he, "is in this 

; respect like all old people, who 
will not allow one to divert one's 
pelf, because nothing pleases them, 
and who can rarely enter into the 
views of other people. He won- 

I ders at my being like all young 



120 



TEXT OF THE FIEST FORTY LESSONS. 



comme tous les jeimes gens. II 
ne se plaindrait pas tant s'il etait 
moins age. II sentirait lui-meme 
le besoin de distractions, et n'exi- 
gerait pas que je fusse plus range 
quMl ne I'a peiit-etre ete autrefois. 
11 se pent qu'il ait raison au fond, 
quoiqii'il poiisse trop loin la rigi- 
dite. Mais, ball! qu'il attende. 
J'aurai bien le temps de piocher, 
quand il le fandra absolument." 

31. L'honnete artisan monriit 
panvre, ne laissant k son fils que 
la somme exigue de cinq cents 
francs, pour tout patrimoine. 
Aj^res Tenterrement, et quand les 
premiers transports de la douleur 
inrent calmes, Alexis se demanda 
comment il pourrait faire fructi- 
lier son foible capital. " Me voilPi 
livre a moi-meme," se dit-il. " 11 
faut que je gagne de quoi vivre, 
ou que je meure de foim. II est 
grand temps que j'aie de la reso- 
lution et que j'agisse. Je fas in- 
sensible aux bonnes paroles de 
mon pere tant qu'il vecut. Je 
n'eus point egard k ses prieres, et 
je m'endurcis dans mon egoisme. 
Maintenant, je gemis de n'avoir 
pas tenu compte de ses avis, dont 
je sens la sagesse." 

32. " Si nous ecoutions ceux 
qui ont de I'experience, que de 
regrets nous nous epargnerions ! 
Mais nous baissons tout ce qui 
contrarie nos pencbants ou nos 
gouts. Les conseils nous obse- 
dent, et nous les entendons avec 
ennui, sinon avec mepris. Et 



men. He vrould not complain so 
much if he were younger. He 
would feel the want of diversion 
himself, and would not ex})ect me 
to be more steady than perhaps 
he was in his youth. lie may be 
right, upon the whole, though he 
carries his austerity too far. But, 
no matter, let him w^ait. I shall 
have plenty of time to fag, when 
it becomes absolutely necessary." 

31. The honest mechanic died 
poor, leaving his son no other 
patrimony than a small sura of 
five hundred francs. After the 
burial, and when the first burst 
of grief had subsided, Alexis con- 
sidered how he could make his 
little capital most productive. 
" Here I am," thought he, " left 
to my own resources. I must 
either earn a livelihood, or starve. 
It is high time for me to summon 
up resolution and to act. I Avas 
insensible to my father's kind 
words, so long as he lived. T dis- 
regarded his entreaties, and was 
obdurate in my selfishness. ISTow 
I lament having slighted his ad- 
vice, for I feel the wisdom of it." 



32. "Did we but listen to 
those who have had experience, 
w^hat regrets we should spare 
ourselves! Yet, we hate every 
thing that thwarts our inclina- 
tions or our tastes. Advice an- 
noys us, and we receive it with 
reluctance, if not with contempt. 



TEXT OF THE FIRST FORTY LESSONS. 



521 



puis, quaiul viennent les calamites 
que nous nous sorames attirees 
par notre propre faute, nous nous 
ecrions : C'est bien dommage que 
nous n'ayons pas cru ce qu'on 
nous disait ! Quoi qu'il en soit, 
il ne s'aglt pas de se lament er. 
Soyons homme. Je vaincrai mon 
naturel. J'essaierai de m'appli- 
quer a quelque chose de serieux ; 
je finirai par m'y accoutumer, et 
mes efforts me meneront a la 
fortune." 

33. " Passons en revue les 
principales professions, et vo3^ons 
si je n'en trouverai pas une que je 
puisse embrasser sans m'assujetir 
a des devoirs trop penibles. 

"Le dessin, la gravure, la pein- 
ture et la musique demanderaient 
des etudes que je ne me soucie 
pas d'entreprendre. Si j'appre- 
nais le droit, je pourrais devenir 
avoue, liuissier, avocat ou notaire. 
Je serais peut-etre un jour magis- 
trat, juge, ou legislateur.... Qui, 
mais il faudrait que j'eusse de 
quoi subsister en attendant; et 
puis que je suivisse des cours, que 
je passasse des examens, que je 
subisse des cpreuves rigoureuses. 
Je sens bien que je ne reussirais 
pas." 

34. " D'ailleurs, j'ai horrcur de 
la chicane. A chaque debat ou 
je prendrais i)art, je craindrais I 
d'etre reduit au silence par les I 
subtilites de mes adversaires; et | 
jamais je ne saurais prouver quo j 
le noir est blanc. 



And afterwards, when calamities 
befall us, that we have drawn 
upon ourselves by our own fault, 
we exclaim : It is a great i^ity I 
did not believe what I was told ! 
Be this as it may, it is of no use 
to lament. I must behave like a 
man. I will vanquish my nature. 
I will try to apply myself to some- 
thing serious ; I shall get into 
the habit of it with time, and my 
exertions will lead me to for- 
tune." 

33. " Let us examine the prin- 
cipal professions, and see whether 
I cannot find one that I might 
follow without subjecting m3''self 
to arduous duties. 

"Drawing, engraving, painting, 
and music would require studies 
which I am nowise hichned to 
undertake. If I should study the 
law, I might become an attorney, 
a bailiff, a barrister, or a notary. 
Perhaps I should one day be a 
magistrate, a judge, a legislator : 
— Yes, but I must have where- 
with to subsist in the mean time ; 
and besides, I should be obliged 
to attend lectures, to pass exam- 
inations, and undergo the rudest 
trials. I feel I should never suc- 
ceed." 

34. "Besides, I abhor chica- 
nery. In every argument "T should 
be engaged in, I should fear to be 
nonplused by the subtilties of 
my adversaries ; and I should 
never be able to prove that black 
is white. 



522 



TEXT OF THE FIKST FOETT LESSONS. 



" J'aimerais assez les fonctions 
de inedecin. Celles-la ne doivent 
pas etre bien fatigantes. Pour 
peu que vous ayez de la reputa- 
tion, vous achetez une voiture et 
des chevaux. Des lors, tout le 
monde a confiance en vous, et 
vous tachez de meriter cette con- 
fiance. Vous vous rendez chez 
vos malades en cabriolet ou en 
coupe. On vons regoit avec au- 
tant d'empressement que si vous 
apportiez infaillibleinent la gueri- 
son. On vous ecoute comme un 
oracle.^' 

35. " A peine etes-vous entre, 
que le malade se sent mieux. 
Vous lui tatez le pouls, en tirant 
une rnontre a secondes de votre 
gousset. Vous le priez ensuite 
de vous montrer sa langue. Vous 
lui demandez ou il soufi:re, com- 
ment 11 dort, s'il a de I'appetit. 
Vous lui faites quelques autres 
questions; apres quoi vous pre- 
nez la plume. Vous prescrivez, 
selon le cas, la di^te, la saignee 
ou les sangsues ; ou bien un cata- 
plasme, un vesicatoire, un empla- 
tre ; ou bien encore de I'emetique, 
une tisane, enfin le remede qui 
vous parait le plus convenable. 
Et vous guerissez quelquefois. 
Malheureusement, pour en arriver 
la, il faut encore etudier. II faut 
connaitre I'anatomie, la physio- 
logic, la therapeutique. Que sals- 
je?" 

36. "Je me souviens qu'un 
jour j'assistai a une legon du doc- 



"The practice of a physician 
would please me well enough. 
This cannot be very arduous. 
If you get into the least reputa- 
tion, you buy a carriage and 
horses. From that instant, every 
body has faitli in you, and you 
do your best to deserve it. You 
repair in a cabriolet or a chariot 
to visit youi patients. You are 
received with as much welcome 
as if you were the bearer of an 
infallible cure. You are listened 
to like an oracle." 



35. " You are scarcely shown 
in, when the patient finds himself 
better. Drawing a second-watch 
from your fob, you feel his pulse. 
You desire him next to show you 
his tongue. You ask him where 
his pain is, how he sleeps, whether 
he has any appetite. You put a 
few more questions to him ; after 
which you take up a pen. You 
prescribe, according as the case 
may be, strict diet, bleeding, 
leeclies ; ' or a poultice, a blister, a 
plaster ; or perhaps an emetic, a 
diet-drink, — in short, the remedy 
which 3^ou judge fittest. And 
you may happen to cure him. 
Unfortunately, to arrive at all 
this, it is still necessary to study. 
One must know anatomy, physi- 
ology, therapeutics, and, I know 
not w^hat." 



36. "I recollect that one day 
I attended a lecture of Doctor 



TEXT OF THE FIEST FOETY LESSONS. 



623 



teur xluzons-. II demonta piece 
a i^iece un bomme artificiel, et 
nous fit voir successivement cha- 
cun des visceres : le cerveau, les 
poumons, le coeur, I'estomac, le 
foie, la rate, les intestins. II 
nous dit le nom des os, des mus- 
cles, des veines, des artdres et des 
nerfs. Je n'ai jamais rien vu 
d'aussi complique que I'interieur 
du corps humain. 

" iSTe faut-il pas en outre qu'un 
medecin connaisse la chimie? 
qu'il sache se servir a propos de 
I'oxygene, de I'azote et des autres 
gaz ? quMl emxjloie avec discerne- 
ment un acide, un alcali, un sel, 
un sulfite, un chlorure ou un car- 
bonate? Comment se rappeler 
tant de choses ? " 



37. " Ensuite, comment recon- 
naitre toutes les maladies, depuis 
le simple mal de tete ou la 
migraine jusqu'a Tapoplexie fou- 
droyante? Si j'allais prendre la 
coqueluche pour une fluxion de 
poitrine, un rhume pour un 
asthme ou pour un catarrhe, la 
rougeole pour la petite verole, 
une engelure pour un ulcere, unc 
fievre maligne pour une fievre 
tierce, ou la juunisse pour la peste, 
il en pourrait resulter de fatals 
accidents. 

" A supposer que tous les 
obstacles s'aplanissent et que je 
fusse certain de ne pas me trom- 
per, aurais-je au moins atteint 
mon but ? Me voila medecin. 



Auzoux. He took to pieces the 
mechanical figure of a man, and 
showed us in succession each of 
the viscera : the brain, the lungs, 
the heart, the stomach, the liver, 
the spleen, the intestines. He 
told us the names of the bones, 
the muscles, the veins, the ar- 
teries, and the nerves. I never 
saw any thing so complicated 
as the interior of the human 
body, 

" Besides, must not a physician 
be versed in chemistry ? Must 
he not know the proper use of 
oxygen, azote, and the other 
gases ? and be thoroughly ac- 
quainted with the properties of 
an acid, an alkali, a salt, a sul- 
phite, a chloride, or a carbonate? 
How is it possible to remember so 
many things ? " 

ST. "Besides, how can one 
distinguish the different diseases 
from one another, from a mere 
headache or a megrim to fulmi- 
nant apoplexy ? If I should mis- 
take the hooping-cough for an 
inflammation on the chest, a cold 
for an asthma or a 'catarrh, the 
measles for the small-pox, a chil- 
blain for an ulcer, a malignant 
fever for a tertian fever, or the 
jaundice for the plague, fatal ac- 
cidents might result from it. 

"Even supposing that all ob- 
stacles were removed, and I were 
certain not to mistake, should I 
at least have attained my end? 
Let us say that I am a doctor : — 



524: 



TEXT OF THE FIKST FORTY LESSONS. 



bon. Je rentre chez moi, apres 
avoir fait mes visites. Un bon 
diner m'attend aiipres d'un bon 
feu. Je me mets a table, mourant 
de faim," 



3§. " A la premiere cnilleree 
de soupe que j'avale, on sonne. 
Monsieur le corate un tel, saisi 
d'un acces de goutte, on d'une 
toux violente, me fait supplier de 
tout quitter pour apaiser ses 
sooffrances. Une autre fois, c'est 
madame la baronne une telle qui 
a une attaque de nerfs, ou made- 
moiselle sa soeur, qui s'est donne 
une entorse, et dont la famille 
inquiete demande que je me 
rende aupres d'elle a la minute 
meme. 

" Ou bien encore, au milieu de 
la nuit, qui sait si Ton ne vien- 
drait pas m'eveiller (moi qui dors 
d'un sommeil si profond!) soit 
pour une operation, soit pour 
le pansement d'une blessure? 
Tons mes instants seraient pris, et 
les soins que je prodiguerais a la 
saute d'autrui iiniraient par m'6- 
ter la mienne. Decidement, je 
ne mc ferai pas medecin." 

S9. " Si je m'engageais? On 
vit bien dans une bonne garnison ; 
et Ton n'a pas besoin d'etre sa- 
\ ant pour se faire soldat. Toute- 
fois, sacbant deja lire, ecrire et 
compter, j'aurais plus de chances 
d'avancement que bien d'autres. 
Je pourrais parvenir au grade 
de general. Cela se voit en 



Well and good. I return home 
after visiting my patients. A 
nice dinner is ready for me be- 
fore a comfortable fire. I sit 
down to it, with a ravenous ap- 
petite." 

3§. "I have but just swal- 
lowed a spoonful of soup when 
the bell rings. Count such a one, 
seized with a fit of the gout, or a 
violent cough, sends to beseech 
me to leave every thing else, and 
come and relieve his sufferings. 
Another time. Baroness such a 
one is in a fit of hysterics, or 
her sister has sprained her ankle, 
and her anxious family beg I 
will come to her on that very 
minute. 

" Or else, who knows but I 
may be Avaked up in the mid- 
dle of the night (I who am such 
a sound sleeper!) either tor an 
operation, or to dress a wound ? 
Every moment of my time would 
be taken up, and the care I 
should bestow on the health of 
other people would in the end 
ruin my own. Decidedly, I will 
not be a physician." 

g0. " Supposing I was to en- 
list? A garrison life is very 
agreeable, and it is not necessary 
to be learned to become a soldier. 
However, as I know how to read 
and write and cast accounts, 1 
should have more chances of pro- 
motion than many others. 1 
i might rise to the rank of a gon- 



TEXT OF THE FIRST FORTY LESiONS. 



525 



France, ou quiconque sert la pa- 
trie porte dans sa giberne le b5.ton 
de marechal et la croix d'hon- 
neur. C'est dommage qu'il faille 
se battre. Cette obligation ne 
me plairait pas ; car je suis d'hu- 
meur benigne et pacifique. 



" Je n'aimerais pas non plus 
les corvees, ni les marches forcees, 
ni tons les desagrements qui les 
accompagnent. Tantot vous gre- 
lottez par un froid de dix degres 
au-dessous de zero ; tantot, e erase 
sous le poids de votre equipement, 
vous vous trainez, le sac sur le 
dos et le fusil sur I'epaule, par 
une chaleur etouffante; ou bien 
vous enfoncez jusqu'a mi-jambe 
dans des marais fangeux." 



40, " Ma foi, je I'avoue, sans 
etre poltron, je n'ai pas I'esprit 
belliqueux de mon cousin Jean- 
Pierre, qui servit dans la guerre 
d'Afrique, et qui fut tue dans une 
bataille livree a une tribu d'A- 
rabes. Pauvre Jean-Pierre ! 11 
y a deux ans qu'il est mort. 
Quand il aurait pu mener une 
existence si paisible au milieu des 
siens, il aima micux chercher for- 
tune ailleurs. 

" 11 quitta le paj^s il y a six ans, 
pour courir les aventures. 11 
s'enrola k Constantine, et il y 
avait dix-huit mois qu'il etait dans 
I'armee, cheri de ses camarades 



eral. Such things are seen in 
France, where every man who 
serves his country has the trun- 
cheon of a field-marshal and the 
cross of the legion of honor within 
his grasp. Only it is a pity one 
is obliged to fight.' I should not 
like this obligation; for I am 
of a mild and peaceful disposi- 
tion. 

"is'either should 1 like extra 
duty, nor forced marches, nor all 
the disagreeable accompaniments 
which attend them. Sometimes 
shivering in the cold ten degrees 
below the freezing-point; some- 
times, crushed with the weight of 
your accoutrements, you di*ag 
yourself along, with your knap- 
sack on your back and your mus- 
ket on your shoulder, in a suffo- 
cating heat ; or else sunk up to 
the middle of your legs in miry 
marshes." 

40. " In faith, I confess that, 
without being a coward, 1 have 
not the warlike spirit of my 
cousin John Peter, who served in 
the war of Afi-ica, and was killed 
in a battle fought against a tribe 
of Arabs. Poor John Peter! 
He has been dead these two 
years. Although he could have 
led such a peaceable life among 
his friends and relations, he pre- 
ferred trying his luck elsewliere. 

" He left the country six years 
ago, to seek for adventures. He 
enlisted at Constantino, and had 
been eighteen months in the ar- 
my, beloved by his comrades and 



526 



TEXT OF THE FIRST FORTY LESSONS. 



et estime de ses chefs, qiiand il 
eiit la ciiisse traversee par une 
balle, et le cr4ne fendn d'un coup 
de sabre. Je tiens ces details de 
quelqu'un de veridique et de bien 
informe." 



esteemed by his chiefs, when he 
had his thigh shot through with 
a bullet, and his skull laid open 
with the cut of a sabre. I re- 
ceived these particulars from a 
credible person well acquainted 
with the facts." 



CONCLUDING LESSONS, 

TO BE TEAXSLATED ALTEENATELT FEOM PEEXCH IXTO ENGLISH, Al^TD 
FEOM ENGLISH IXTO FEEXCH. 





Explanation of the abbreviations used 


in 


the notes below. 


adj. stands for Adjective. 




pa. part, stands for Past participle. 


adv. " 


" Adverb. 




pi. 


" 


" Plural. 


art " 


" Article. 


* 


pres. part 


"' 


" Present participle. 


CODJ. " 


" Conjunction. 




prep. 


" 


" Preposition. 


ex. " 


" Example. 




pron. 


« 


" Pronoun. 


exc. " 


" Exception. 




r. 


" 


" Koot, radical. 


fem. " 


" Feminine. 




sing. 


" 


" Singular. 


fr. 


" From, derived from. 




subst. 


" 


" Substantive. 


lit. 


" Literally, in a strict 


sense. 


V. 


" 


" Verb. 


masc. " 


" Masculine. 




V. irr. 


" 


" Irregular verb. 


The small figures refer to the rules i 


ilready 


seen, but the large ones indicate that s 



41. La vie d'un matelot a 
aiissi ses fatigues et ses dangers. 
Corabien de vaisseaux, battus par 
la tempete, portes par des vagiies 
enflees, avec leurs voiles dechirees 
par le vent, se sont brises sur des 
rochers, ou ont fait nanfrage sur 
des rivages eloignes et inconnus, 
ou ont ete surpris entre les 
montagnes de glace de la mer 
polaire, et y sont restes attaches 
pour toujours ! Non, je le jure, 
ce ne sera jamais mon sort d'etre 
marin, si je puis I'eviter. Que 
ceux qui aiment la gloire se pre- 



4 1 . A sailor's life also has its 
fatigues and dangers. How many 
a storm-beaten vessel, borne on 
swelling waves, with her sails 
shred by the wind, has split on 
rocks, or has been wrecked on 
distant and unknown shores, or 
has been caught among the icy 
mountains of the polar sea ; and 
stuck there forever ! N'o, I swear 
it shall never be my lot to be a 
seaman, if I can help it. Let such 
as love glory rush into peril, and 
exhaust their strength with fa- 
tigues. As for me, I prefer a 



Battu, pa. part of the v. irr. battre. See Index.— i^'aii, pa. part, of tbe v. irr. /aire. 
See InHex. — Ifaufrage is masc. {215). — Rivage is masc. (2\5). — Surpris, pa. 
part of tho v. irr. sur prendre.— Puis, form of tho v. irr. pouvoir. Sco Index, — 



528 



FORTY-FIKST LESSON. 



cipitent dans le peril, et qu'ils 
epuisent leiir force par les fati- 
gues. Quant a moi, je pref^re 
une vie tranquille. Apres tout, 
je crois que le commerce est la 
chose qui me convient le mieux. 

II avait k peine pris son parti 
qu'il s'elanc^a de sa chaise, brossa 
son humble et unique redmgote, 
la boutonna, mit son chapeau et 
sortit precipitamment, k la re- 
cherche d'une petite boutique qui 
put convenir k son dessein. En- 
fin il en trouva une tr^s-petite, 
qui excita son attention. Elle 
etait presque carree, ayant douze 
pieds de long sur onze de large, 
avec une petite arriere-boutique. 
" C'est exactement ce quMl me 
faut," se dit-il k lui-meme. II 
entra dans la boutique contigue, 
qui etait occupee par un coiffeur, 
homme grand, maigre, a la tete 



quiet life. Upon the whole, 'I 
think that trade is the thing that 
suits me best. 



He had scarcely made up his 
mind, when he sprang from his 
chair, brushed his humble and 
only frock-coat, buttoned it, put 
his hat on, and sallied forth in 
search of a little shop that might 
'suit his purpose. At length he 
found a very small one, that hit 
his fancy. It was almost square, 
being twelve feet long by eleven 
wide, with a little back shop. 
" This is the very thing I want," 
said he to himself. He entered 
the adjoining shop, which was 
occupied by a hair-dresser, a tall, 
lean, bald-headed man, with a 
shrewd countenance and a prying 



Quant must not be confounded with quand, when, or though. Quant is always 
followed by d, with which it signifies, as for, in regard to, with respect to. — Commerce 
is masc. by exc. (15). 649. La chose qui me convient le mieux. Before plus, 
9noins,mieux, used in the superlative of comparison, the article le, la, les agrees in gen- 
der and number with the substantive which is the object of comparison. In the super- 
lative absolute, however, that is to say, when no comparison is expressed, the article le re- 
mains invariable, thus : La chose qui me convient le mieux, the thing that suits me best. 
— Convient, form of the v. irr. convenir, fr. venir. See Index. 

Pris, pa. part, of the v. irr. prendre. See Index. 650. Son humble et loniqtie redingote. 
§ 1. When two or more adjectives qualify the same subst., the definitive is not repeated 
before each adj. § 2. By definitives are meant such Avords as le, la, les, un, u?ie, onon, 
ton, son, etc. It would, however, be wrong to say Une grunde et petite redingote, for in 
this example the adj. grande and petite evidently refer to different coats. That redingote 
does not take the plural form in such a case, is because the subst. gives the law to the adj., 
but never recei|Ves it from it. — Sortit, form of the v. in-, sortir. See Index. — Pit, form 
of the V. irr. phuvoir. See Index. 651. Arriere-boutique is a compound of arriere, 
preposition, and boutique, substantive. Its plural is arriere-boutiques. In compound 
words those component parts which are neither subst. nor adj. are always invariable. 
This rule is subject to the following exception : If one of the component parts is a 
word that has ceased to be used alone, as boutant in arc-boutant, which is formed 
of arc, arch, bow, and the pres. part, of the old v. bouter, to put, to push, it ia 
considered as an adj., and takes the plural when the sense requires it. — Faict, form 
of the V. irr. falloir. See Index. — Dit, form of the v. irr. dire. See Index. — Coiffeur, 
r. coiffer, to dress hnir. 



FOiriT-SECOND LKS30N. 



529 



chauve, a la physionomie rnsee, 
et au regard curieux ; et demanda 
I'adresse du proprietaire de la 
maison, 

Le coiifeur ne la lui donna pas 
avant de lui avoir fait beaucoup 
de questions, et de lui avoir ra- 
conte quelques details touchanfr 
le dernier locataire de la boutique. 
Enfin il lui donna I'adresse du 
proprietaire, M. Mathieu : Rue 
Bellechasse, numero deux cent, 
pres de la place Louis XV. ; et, 
pour conclure, il demanda la per- 
mission d'assurer k son jeune 
voisin futur que son peigne et 
son rasoir etaient toujours a son 
service. 

42. Aussitdt qu' Alexis put se 
debarrasser de ce bavard, il se 
rendit en h^te k la maison du 
proprietaire. II frappa a la 
porte, qui fut ouverte par une 
jolie servante. "M. Mathieu 
est-il chez lui?" lui demanda- 
t-il. " Oui, monsieur ; veuillez 
entrer." Et, passant la pre- 
miere dans un etroit corridor, 
elle gagna la porte d'une salle 
basse, qu'elle entr'ouvrit ; et, 
avangant la tete dans I'interieur, 
elle dit: "II y a un monsieur 



look, and begged to bo directed 
to the owner of the house. 



This the hair-dresser did not 
do before he had asked him a 
great many questions, and related 
to him a few particulars about 
the last tenant of the shop. At 
length he gave him the landlord's 
address: Mr. Mathiew, Belle- 
chasse-street, No. two hundred, 
near the Place Lewis XV. ; and, 
in conclusion, begged leave to 
assure his future young neighbor 
that his comb and razor were 
always at his service. 



42. As soon as Alexis could 
get rid of this talkative fellow, 
he repaired in haste to the house 
of the landlord. He knocked 
at the door, which was opened 
by a pretty maid-servant. " Is 
Mr. Mathiew at home?" he in- 
quired of her. " Yes, sir. Please 
to walk in." And, leading the 
way through a narrow passage, 
she came to a parlor -door, 
which she half opened ; and, 
peeping in, she said : " There 
is a gentleman without, who 



Fait, pa. part, of the v. irr. faire. See Index. 652. -4m nt^mero deux cent. The 
adjectives opnt and vingt are invariable, when they stand for the ordinal adjectives 
ce.nMme and zinrjtieme (540, 547). 653. § 1. Louis quinzc. The cardinal numbers sland 
for the ordinal ones, for the sake of brevity,— 1st, after the names of .sovereigns; — 
2dly, after certain words denoting the.divi.-ions or subdivisions of a worli, as chajntre, 
page, etc. ;— 3dly, before the names of the months, without thu' prep, de, as, Le deux 
septeinhre, the second of September. § 2. Premier, however, cannot be replaced by 
un. "VVe say, ChurlPH premier, ehapitre premier, le premier septemhre, and not, 
CharltH un, etc. — Peigne is masc. by exc. {)b).—.Servif'e is masc. by exc. (15). 

Put, form of the v. Irr. pouvoir. See Index. — Ouverte, fern, of ouvert, pa. part, of 
the V. irr. o-unrir. See Index. — Veuillez. form of the v. irr. vouloir. See Index. 



23 



530 



FOKTY-SECOIN'D L1-:SS0N. 



dehors, qui veut vous parler, 
monsieur." " Qu'il entre," dit 
une voix enrouee et dure ; et 
Alexis fut introduit dans la cliani- 
bre, ou un vieillard k mine re- 
frognee etait assis au coin du 
feu, en bonnet de nuit et en pan- 
to ufles. 

Le vieux monsieur dirigea un 
regard irrite sur Alexis, et dit en 
fron(,-ant le sourcil : "Eh bien, 
monsieur, que voulez-vous ? " Ce 
dernier, un pen intimide par cette 
reception pen aimable, dit en 
balbutiant : " Monsieur, vous avez 
une boutique a louer?" "Oui, 
vraiment," dit le proprietaire, d'un 
air radoucL "Je viens de la 
voir, elle me convient, et je 
voudrais savoir quelles sont vos 
conditions." " Oh ! asseyez-vous, 
jeune homme, je vous en prie, 
asseyez-vous pres du feu, il fait 
froid aujourd'hui. Nous disons 
done que ma boutique vous a 
convenu, et que vous desirez la 
prendre ? " " Oui, monsieur, si 
le loyer n'en est pas trop cher." 
"Elle ne coute que cinq cents- 
francs par an. Ce n'est pas un 
prix trop eleve, n'est-ce pas ? " 
"Mais je ne trouve pas que ce 
soit tres-bon marche," dit Alexis ; 



wants to speak to yoii, sir." " Let 
him come in," said a hoarse, 
rough voice; and Alexis was 
ushered into the room, where a 
grulf-looking old man sat by the 
fireside, in his niglitcap and slip- 
pers. 

Tlie old gentleman bent an an- 
gry look on Alexis, and said with 
a frown : " Well, sir, what do 
you want ? " The latter, some- 
what startled at this ungentle 
reception, stammered out : " Sir, 
you have a shop to let ? " "I 
have indeed," said the landlord, 
smoothing his brow. " I have 
just seen it, it suits me, and I 
should like to know what your 
terms are." " Oh ! sit down, 
young man, pray sit down by the 
lire; it is cold to-day. And so 
you say that my shop suits you, 
that you wish to take it ? " " Yes, 
sir, if the rent is not too high," 
" It is only five hundred francs a 
year. That^s not too high a 
price, is it?" "Why I don't 
think 'tis very cheap," said 
Alexis ; " however I'll take it." 
" But then, the first quarter must 
be paid beforehand, as I have not 
the pleasure of knowing you." 



Veui, form of the v. irr. couloir. See lnAQ.x.^— Introduit, pa. part, of the v. irr. intro- 
duire. See Index. — Vieillard, from vieux, y\%\\.—Refrogne is also spelled renfrogne. 
— .4 .«/.?, pa. part, of the v. irr. asseoir. See Index. 

Dit, form of the v. irr. dire. See Index. — Voulez, form of the v. irr. vouloir. 
See Index. — Viena, form of the v. irr. venir. See Index. — Comnent, form of the 
V. irr. conve.nir, fr. venir. See Index. — Condition is fern. (99). Asseyez, form of 
the V. irr. a/iseoir. See Index. 654. U f< lit froid. Faire is employed impersonally, 
or rather in the third person singular, as to he is used in English in speaking of 
the weather or of the temperature, thus: II fait heau temps. It is fine weatlier; 
II fait chaud. It is Avarm weather; II fait froid. It is cold, etc. 655. Ma loiUlque 
?;c>ws A CONVENU". The V. convenir, .xihen it signifies to suit, to be becoming, takes 



FOKTY-THIP.D LESSON. 



531 



" cependant je la prendrai." 
" Alors, il faut que le premier 
quartier soit paye d'avance, car 
je n'ai pas le plaisir de vous 
connaitre." " C'est trop juste," 
dit Alexis, en rinterrompant et 
en tirant de son carnet son billet 
de cinq cents francs qu'il posa sur 
la table. '' Yeuillez vous payer 
et me donner ma monnaie." 

43. M. Mathieu, voyant qu'il 
se rendait si facilement a sa de- 
mande, aurait tquIu en avoir 
exige davantage. II dit qu'il avait 
k louer, dans la meme maison, 
deux chambres bien meublees, 
dont il pourrait disposer k des 
conditions moderees, et qu'il se- 
rait bien aise si Alexis voulait 
louer I'une ou I'autre, on toutes 
les deux. " Xi I'une ni I'autre, k 
present ne m'est necessaire," dit 
Alexis, " mais plus tard je compte 
pouvoir les prendre. En atten- 
dant, ne puis-je pas me mettre en 
p^ension chez vous ? " " Assure- 
ment, vous le pouvez," repondit 
M. Matbieu. " Cela vous coutera 
rnille francs par an, cela fait 
quatre-vingt-trois francs trente- 
trois centimes et un tiers par mois. 
Vous me direz qu'il n'y a pas de 
tiers de centime ; il est deplorable 



'- It is perfectly rigbt," said Alexis, 
interrupting Mm and draAving 
from his note-book his five hun- 
dred franc note, which he laid 
on the table. "Please to pay 
yourself and to return me ray 
change." 



43. Mr. Mathiew, seeing him 
comply so readily with his de- 
mand, wished he had exacted 
more. He said that he had two 
nicely-furnished rooms to let, in 
the same house, that he could 
dispose of on moderate terms, and 
he should be glad if he would 
hire either or both. " JSTeither, 
at present," said Alexis, " but 
later, I trust, I shall be able to 
take them. In the mean time, 
can't I board in your house ? " 
"To be sure you can," answered 
Mr. Mathiew. " It will cost you a 
thousand francs a year, that 
makes eighty-three francs, thirty- 
three centimes and a third a 
month. You will tell me there 
are no thirds of a centhne; in- 
deed it is to be lamented that 
copper-coin is not divided into 
more fractions. Even centimes 



avoir in its compound tenses. It takes etre, when used in the sense of to agree, or to 
acknowledge. — Prendrai, form of the v. \rr. prendre. See Index.— Fa wf, form of the 
V. in.faUoir. See Index. — Veuilles, form of the v. irr. vouloir. See Index. 

Voyant, form of the v. irr. voir. See Index. — Voulu, pa. part, of the v. irr. vou- 
loir. See Index. — Pourrait, form of the v. irr. ])ouvoir. See Index. 656. ^i' i'u/ie 
ni I'autre ne m'EST necef<snire ; or, Ni Vuw ni V autre ne me sont nccctftttires. 
When two or more suhjetts iu the singuhir number are joined by the conjunction 
ni, the verb may be made to agree with tbo last subject only, or may be put 
in the plural. The best writers have given numerous examples of both forms.— 
Centime is masc. by cxc. (lo). — Dire-., invm of tlio v. irr. dire. See Index. — 



532 



FORTY-THIRD LESSON. 



en eiiet qu'on ne fractionne pas 
davantage la monnaie de billon. 
Les centimes meme sont rares; 
nous dirions done quatre-vingt- 
trois francs et sept sous, payables 
de mois en mois et d'avance." 
" C'est une afltaire conclue," dit 
Alexis. "Nous allons, s'il vous 
platt, regler ce compte k I'in- 
stant." 

Le proprietaire apr^s avoir bien 
palpe le billet, rendit la monnaie, 
et dit : " Commencerez-vous au- 
jourd'hui?" "Qui. A quelle 
heure dinez-vous ? " "A cinq 
heures, mon cher monsieur; et 
nous sommes si ponctuels, qu'au 
moment ou I'lieure sonne, le diner 
est servi." " Tres-bien, je revien- 
drai k quatre heures et demie." 
"Faites," dit le vieillard, "j'in- 
formerai madame Mathieu de 
votre venue. Nous devons avoir 
du boeuf rdti, un pMe de veau et 
de jambon, les restes d'un gigot de 
mouton, a vec des pommes de terre 
et des epinards, et une tete de 
mouton bouillie. Aimez-vous la 
tete de mouton?" "Pas beau- 
coup," repondit Alexis, " ni les 
epinards non plus ; mais n'im- 
porte ; j'aime le boeuf et les pom- 
mes de terre, ainsi cela fera com- 



are scarce; we should therefore 
say eighty-three francs and seven 
sous, payable monthly and in ad- 
vance." "It is a bargain," said 
Alexis. " We will, if you please, 
settle this account immediately." 



The landlord, after having felt 
and examined scrupulously the 
bill, returned the change and said : 
"Will you begin to-day?" "I 
will. At what o'clock do you 
dine?" "At five o'clock, my 
dear sir ; and we are so punctual, 
that the moment the clock strikes, 
the dinner is served up." " Very 
well, I shall come back at half- 
past four." " Do," said the old 
man; "I shall apprise Mrs. 
Mathiew of your coming. We 
are to have roast-beef, a veal 
and ham-pie, the remains of a leg 
of mutton, with potatoes and 
spinage, and a sodden sheep's 
head. Do you like sheep's head ? " 
" Not very much," returned 
Alexis, " nor spinage neither ; 
but no matter; I like beef and 
potatoes, so it will make amends. 
I rejoice to see that I am not 



Fractionner, irora fraction, fraction. — Conclu, fem, conclue, pa. part, of the v. irr. con- 
clure. See Index. — Compte is masc. by esc. (15). 

Servi, pa. part, of the v. irr. servir. See Index. — Heviendrai, form of the v, irr. re- 
'venir, from venir. See Index. — Uheure sonne, lit. the hour rings, for, the clock strikes. 
657. § 1- -ii qttatre heures et demie. In speaking of time, as measured by the clock, 
the number of hours is mentioned first, and followed by the fraction denoting the por- 
tion of time which precedes or follows the full number, thus: Quatre heures cinq 
rninutes,Q.we. minutes past four; quatre heures et un quart, or more coiavaonXy, quatre 
heicres un quart, a quarter past four ; cinq heures mains un quart, a quarter to five ; cinq 
lieicres mains dix minutes, ten minutes to five. § 2. The last examples show that the 
portion of time wanting to make up the full number is preceded by moins, less. — Fera^ 



FORTT-FOITRTH LESSON. 



533 



pensation. Je me rejouis de voir 
que je ne mourrai vraisemblable- 
ment pas de faim chez vous, si 
vous me faites faire la meme 
bonne chere tons les jours. Au 
re voir, monsieur." 

44. II restait alors a Alexis 
deux cent quatre - vingt - onze 
francs soixante cinq centimes, 
pour garnir sa boutique. C'est 
pourquoi sa premiere demarche, 
en quittant M. Mathieu fut de 
depenser cet argent en verres, en 
bouteilles, en theyeres, en pots 
au lait, en sucriers, en tasses, en 
soucoupes, et en autre poterie 
fine. II empila ces choses dans 
un large panier ouvert, mettant 
la poterie par-dessous et les verres 
par-dessus. Puis il pla^a le pa- 
nier a ses pieds, s'assit sur un 
tabouret, enfonpa ses mains dans 
ses poches, et s'appuja le dos 
contre le mur, en attendant les 
chalands. Comme il etait assis 
dans cette posture, les yeux sur 
le panier, il tomba dans une de 
ces reveries qui lui etaient fa- 
milieres, et pendant lesquelles il 
lui arrivait souvent de se livrer k 
des soliloques prolonges ; car I'es- 
prit des pai*esseux ne participe 
pas toujours de I'engourdissement 
de leurs membres. 

Or, la cloison qui separait 



likely to starve in your house, if 
you give me the same good fare 
every day. Good-by, sir." 



44. Alexis had now two hun- 
dred and ninety-one francs, sixty- 
five centimes left, to fit up his 
shop with. His next step, there- 
fore, on leaving Mr. Mathiew, was 
to lay it out in glasses, bottles, 
tea-pots, milk-pots, sugar-basins, 
cups, saucers, and other fine earth- 
enware. These he piled up in a 
wide, open basket, putting the 
crockery undermost and the 
glasses uppermost. He then 
placed the basket at his feet, sat 
down on a stool, thrust his hands 
into his pockets, and leaned his 
back against the wall, in expecta- 
tion of customers. As he sat in 
this posture, with his eyes on the 
basket, he fell into one of those 
reveries which were familiar to 
him, and during which lie was 
wont to abandon himself to long 
soliloquies; for the mind of the 
idle does not always partake of 
the drowsiness of their limbs. 



Now, the partition which sep- 



forin of the v. irr. /aire. See Index. — Mourrai, form of the v. irr. mourir. See In- 
dex.— Faim is fem. by exc. (14). 

Verre is masc. by exa (15). — Ouvert, pa. part, of the v. irr. ouvrit\ See Inde«. — 
Mfittitnt, form of the v. irr. mettre. See IwXcx.—Assit, form of the v. irr. asseoir. See 
Index.— J/<//;i is fom. by exc. 04).—Iieverie, fr. rfve, dream.— Soliloqiie is masc. by 
exc (\5).—Prolonge, fr. long, lon^.-Jfetnbre is masc. by exc. (\5).—Cloison is fcm. by 



634 



FORTY-FIFTH LESSON. 



Alexis de son Yoisin etait pen 
epaisse. A Taide d'une vrille, 
I'indiscret barbier y avait pra- 
tique plusieurs ouvertures. Se 
glissant tout contre la paroi, il se 
tint coi, preta Toreille, et re- 
cueillit ce qui suit. 

" Yoilk un assortiment qui me 
coute deux cent quatre-vingt-onze 
francs, y compris deux pourboires. 
Je n'ai plus le sou. Mais qu'est-ce 
que cela me fait ? Ne suis-je pas 
siir d'etre heberge pendant un 
mois? Avant que la quinzaine 
soit expiree, j'aurai fait six cents 
francs de cette marcbandise en 
la vendant en detail. C'est tout 
simple: un objet qui est cote 
k trois francs sur le tarif de la 
fabrique finit souvent par en 
couter trente et plus en passant 
par les mains des debitants. Tout 
le sortilege du commerce consiste 
k- acheter k bas prix, k profiter 
des bonnes aubaines, et k vendre 
aussi cber que possible." 

45. " Mes six cents francs s'e- 
leveront aisement k douze cents, 
qui, avec le temps, en produiront 
douze mille, Une fois possesseur 
de douze mille francs, je mettrai 



arated Alexis from his neighbor 
was not thick. By means of a 
gimlet, the Jurying barber had 
made several holes in it. Creep- 
ing close to the wall, he stood 
still, lent an ear, and heard what 
follows : 

" Here is an assortment that 
costs me two hundred and ninety- 
one francs, including tAvo gratu- 
ities. I have not a penny left. 
But what is that to me ? Am I 
not sure to be boarded and lodged 
for a month ? Before a fortnight 
has elapsed, I shall have made six 
hundred francs of these wares, by 
selling them in retail. It is very 
simple : an article which is quoted 
three francs in the list of prices 
of the manufactory, often costs 
thirty and upwards, after passing 
through the hands of retailers. 
The whole secret of commerce 
consists in buying cheap, profiting 
by good occasions, and selling as 
dear as possible." 

45. "My six hundred francs 
will easily rise to twelve hundred, 
which, in time, will produce 
twelve thousand. When I am 
master of tAvelve thousand francs. 



exc. (14). — Epaisse, irr. fem. of epais. — Ouverture, fr. ouvrir, to open. — Paroi is fern, 
by exc. (14). — Coi, irr. fem. coite, scarcely ever used. The masc. is only used in the 
phrase, se tenir coi, or deineurer coi. — RecueillU, form of the v. irr. recueillir, to 
gather, to collect, fr. ciieillir. See Index. 

Assortiment, subst. fr. sorte, sort. — Fovrboire, drink-money, formed of pour and 
toire, for drinking, was first spelled poxirtoire, and was invariable. It has now become 
a single subst. and follows the general rale. — Heberger. The h is mute. 658. Avant 
que la quiiizaine soit expiree. The v. ea-pirer takes the auxil. v. avoir in speaking of 
•persons and animals;, and the v. ^tre in speaking of things. — Dehiinnt, fr. debit, sale, or 
utterance ; dehiter, to sell, to retail, or to utter. — Sortilege, sorcery, is masc. by exc. (15). 

Aismient, adv. fr. aise, easy. —Produiront, form of the v. irr. prDdtiire. S.'e In^lcv.— 
Fois is fom. by exc. (14). — Fosdesscur, fr. x>0H8sder, to possess. —J/.-iit/a/, form ofc:ie v. Irr. 



FOETT-FIFTH LESSOX. 



535 



de cote mon metier de marchand 
de Tcrres, et je me ferai mercier. 
Je prendrai naturellement une 
plus gi-ande boutique, et je m'eloi- 
gnerai de ce ^olaiii barbier, qui 
me semble etre le plus grand 
babillard que j'aie jamais connu, 
et qu'on pourrait surnoramer le 
Figaro de Paris. Je n'entendrai 
plus alors ni cet ennuyeux per- 
sonnage, ni I'avare et bourru M. 
ITathieu ; double plaisii- que de 
s'eloigner a la fois d'un ToLsinage 
et d'un proprietaire, qui sont 
egalement desagreables ; car je 
hais les faiseuvs de commerages 
et les avares autant que je les 
meprise. Je vendrai alors des 
aiguilles, des epingles, du fil, du 
coton, du ruban de fil, des des, 
des ciseaux, des gants, et csetera, 
jusqu'a ce que j'aie gagne assez 
d'argent pour devenir joaillier et 
faire le commerce de diamants, 
de perles, de bijoux d'or et d'ar- 
gent, et de pierres precieuses de 
toute esp^ce. 

" Ceci me fera faire connais- 
sance avec des personnes du plus 
haut rang et de la plus baute con- 
dition dans le monde, que j'atti- 
rerai en n'ayant que des articles 
precieux et k la mode. Quand je 
serai parvenu h ce degre de pros- 
perite, je commencerai k mener 



I shall lay aside my trade of a 
glassman, and turn haberdasher. 
I shall of course take a larger 
shop, and remove from that ugly 
barber, who seems to me to be 
the greatest babbler that I ever 
knew, and who might be sur- 
named the Figaro of Paris. I 
shall then no longer hear either 
that tedious fellow, or the peevish 
and covetous Mr. Mathiew : a 
double pleasure, to get away at 
once from a neighborhood and a 
landlord that are alike disagreea- 
ble ; for I hate as much as I de- 
spise gossips and misers. I shall 
now sell needles, pins, thread, 
cotton, tape, thimbles, scissors, 
gloves, and so forth, until I have 
got cash enough to become a 
jeweller, and deal in diamonds, 
pearls, gold and silver trinkets, 
and precious stones of every spe- 
cies. 



" This will make me ac- 
quainted with people of the high- 
est rank and standing in the 
world, to attract whom I shall 
have no other articles than valu- 
able and fashionable ones. When 
I have thriven thus far, I shall 
begin to lead a happy life, and 



metire. See Index.— i^'eraf, form of the v. irr. /are. See Index. — Prendrai, form of the 
V. \tt. prendre. See ln(^ex.—Katurellement, adv. fr. naturel.— Pourrait, form of the 
V. irr. pouvoir. See Index. — Fni-seur, fr. /aire, to make — VoUinage is masc. by exc. 
(15). — Uitis, form of the v. irr. hair. See Index. — Commeragc is masc. by exc. (1.5). — 
Bijmir, plnr. oN/ijou. 659. The following substantives ending in oM,f<)rm their plural 
with a; instead of «, by exception : Bijou, jewel ; caillou, pebble, flint ; chou. cabbage ; ge- 
11071, knee ; hilou, owl ; joujou, plaything; pou, louse. — Precieuftes, fern. pi. o{ precieux. 
Jfo7ide is masc. by c.\c. Qo).— Parvenu, pa. part of the v. irr. parvenir, fr. venir. 



536 



FOKTY-FIFTn LESSON. 



une heareuse vie et a faire dn 
bruit dans le royauine. La France, 
I'Espagne et le Portugal me four- 
iiiront leurs vins ; la Kussie ses 
fourrures. Bien plus, des navires, 
charges des tresors des Indes, 
m'apporteront leurs tributs. 

" Dusse-je passer pour fat, je 
donnerai tous raes soins k ma 
toilette, et je serai difficile sur le 
choix de mon tailleur, de mon 
bottier, de mon chapelier et de 
mon bonnetier ; car il y a dans le 
faste un prestige qui tient lieu du 
vrai merite. Celui qui est bien 
mis, fiit-il un automate, un palto- 
quet ou un cretin, impose au 
vulgaire et souvent meme k des 
gens qui valent mieux que lui. 
Le moyen d'etre bien re^:u par- 
tout, c'est d'avoir un costume 
recherche. 

" Le nombre de mes amis, de Tun 
et de I'autre sexe, augmentera avec 
ma fortune, car les riches, quelques 
vicieux qu'ils soient, sont absous, 
entoures de proselytes, reveres 
et flagornes, s'ils menent grand 
train, s'ils ont de beaux attelages. 



make a noise in the kingdom. 
France, Spain, and Portugal will 
furnish me with their wines ; 
Russia with her furs. Nay, ships, 
laden with the treasures of the 
Indies, will bring me their trib- 
utes. 

" At the risk of passing for a 
coxcomb, I shall be very careful 
about my dress, and be particular 
in the choice of my tailor, boot- 
maker, hatter, and hosier; for 
there is a fascination in display, 
which makes up for real merit. 
He who is well dressed, though 
he were an automaton, a lout, or 
an idiot, overawes the common 
herd, and sometimes even people 
more worthy than himself. The 
way to be well received every- 
where, is to be elegantly dressed. 

'^The number of my friends, 
both male and female, will in- 
crease with my fortune, for the 
rich, how vicious soever they 
may be, are excused, surrounded 
with proselytes, revered and ca- 
joled, if they live at a fine rate, 
if they have handsome teams of 



See Index. — Royaume is masc. by exc. (15). 660. i^'Angleterre, jJ' E.spa gne, etc. Proper 
names of countries, kingdoms, etc., take tlie article. — N'avire is masc. by exc. (15). 

iJasse, past tense, subjunctive mood of devoir. See Index. Tiiis tense of devoir is some- 
times used for thougli or tliough even, as, Dusse-je passer, tliougli even I were to pass. 
6S1. Dusse-je. In Interrogative phrases and others, in which the pron.^'e follows a verb 
ending in e mute, this e takes the acute accent \efoxeje.—Fat, foppish. Tills adj. has no 
f^nn.^ Tailleur, fr. tailler, to cut. — Bottier, fr. hotte, boot. — Chapelier, fr. chapeau, hat. — 
Bonnetier. f\\ T)onnet, cap. — Faste, pomp, ostentation, display, is masc. by exc. (15). — 
Prestige is masc. by exc. (15). — Tient, form of the v. irr. tenir. See Index. — Meriteis 
masc. by esc. (15). — Celui qui est Men mis (425). 3Iis, pa. part, of mettre, is used for 
dressed; and onise, subst., for dress, toilet. — Automate is masc. by exc. (15). — Tmposer, 
when used absolutely, signifies to awe, to overawe ; and en impo-^er, to impose upon, to 
deceive. — Vulgaire, when used substantively, is masc, (405). — T'aZ^'??)', form of the v. 
irr. valoir. See Index. — Costume is masc. by exc. (15). 

662. J^s Vun et de Vautre sexe. The subst. whicii follows I'un et rant'^e is used in 
the sins;.— Absous, pa. part, of the v. irr. absoudre. See Indies..— -Attda ye i^ iruvic. (21.'i), 
fr. atieler, to yoke, to put the horses to. 



FOETT-SIXTH LESSON. 



587 



et surtout s'ils tiennent table 
ourerte." 

46. " Je continuerai cependant 
a faire le commerce sans aucnn 
relacbe, jusqu'a ce que je sois 
derenii archimillionnaire. Alors 
je realiserai le reve de toute ma 
vie. Je ferai racquisition de la 
pins belle maison que je pourrai 
trouver; avec des terres et des 
fermes, un pare et un verger. 
Enfin, je me mettrai sur le pied 
d'un seigneur. Et qui salt si je 
n'en deviendrai pas un ? Je veux 
que, dans un espace de dix lieues 
a la ronde, 11 n'y ait pas un hec- 
tare, pas une acre, pas un pouce 
de terrain qui ne fasse partie de 
mon domaine. 

"Je veux qu'un etranger ne 
puisse demander : ' A qui sont ces 
pres verdoyants ? ' sans qu'on lui 
reponde : ' Au marquis Delatour.' 

" ' A qui ces champs si bien 
cultives ? ' ' Au marquis Dela- 
tour.' 



horses, and, above all, if they keep 
open house." 

46. " I shall go on, however, 
with my trade, without any in- 
termission, until I am w^orth 
many milhons. Then will I re- 
alize the dream of my whole life. 
I shall make a purchase of the 
finest house I shall be able to 
find ; with lands and farms, a 
park, and an orchard. In short, 
I shall set myself on the footing 
of a lord. And who knows but 
I may become one ? I am deter- 
mined that, within a space of ten 
leagues round, there shall not be 
an hectare, not an acre, not an 
inch of ground but what belong-s 
to my estate. 

" I am determined that when 
a stranger asks, ' Whose verdant 
meadows are these ? ' no other 
answer shall be made but, ' Mar- 
quis Delatour's.' 

" ' Who possesses those fields 
so well tilled?' ' Marquis Dela- 
tour.' 



Reldche, intermission, relaxation, is masc. by exc. (15) ; reldchf, pntting into a port, 
calling, touching at a port, is i<^m.—Devemi^ pa. part, of the v. irr. devenir, fr. venir. 
See Index. — ArchimiUionnaire. Archi, when arbitrarily employed, as in this in- 
stance, is a familiar way of expressing the highest degree that can be attained. It is a 
sort of superlative form, as arch-fiend, arch-enemy, in English.— MiUionnaire, fr. 
million. — Reali.'<er, fr. r-eel, real. — Reve is masc. by exc. (15). — Ferai, form of the v, 
'\TT. faire. See Index. — Pourrai, form of the v. Irr. pouvoir. See Index. — Mettrai, 
form of the v. irr. mettre. See Index. — Suit, form of the v. irr. savoir. See Index. 
— Decienclrai, form of the v. irr. devenir, fr. venir. See Index. — Veux, form of the 
V. irr. vouloir. See Index. — Espace is masc. by exc. (15); however, in typographical 
language, it is ft-m. — Hectare, a measure corresponding to about two acres and a 
half, is ma.sc. (347).— /*o?tce, inch, and thumb, is masc. by exc. (\~i).—Fasne, form of the 
V. irr. faire. See Index. — Domaine is masc. by exc. (15). 

Verdoi/ant, fr. vert, green. — 663. On lui rkpondk. The pron. on is gencrallv mascu- 
line and singular. However, when the sense clearly shows that it refers to a woman, 
or to certain persons, it is followed by adjectives, participles, or substantives, either 
f minine or plural, according to the sense. Ex. Quand ox est jecne et jolib comme 
voiiH, rnadame. When one is young and beautiful as you are, madam. 



FORTY- SIXTH LESSON. 



" ' A- qui ces yignobles charges 
de parapres verts ? ' ' Au mar- 
quis Deliitoiu-.' 

' " A qui ces belles genisses et 
tout le betail epars dans ces gras 
})aturages ? ' ' Au mai-quis Dela- 
tour.' Toujours ' au marquis De- 
latour,' a I'instar de ce que j'ai 
la dans Thistoire du Chat botte. 

"Pen de maisons seront mieux 
meublees que la mienne. Je fe- 
ral decorer mes appartements 
avec la splendeur des serails de 
rOrient ou des palais enchantes 
si bien decrits dans les contes de 
fees. Les parquets, les vant&,ux 
des portes, les jalousies, les per- 
siennes et les volets seront faits 
deboisprecieux, tels que Tacajou, 
le palissandre, le citronnier et 
I'ebene. Les gonds et les ver- 
rous seront faits d'acier cemente, 
incruste d'or. L'ivoire et le 



" ' Whose vineyards are these, 
that are loaded with green vine- 
branches? ' .' Marquis Delatour's.' 

" ' Whose beautiful heifers are 
those, and all the cattle dispersed 
over those fat pastures 1 ' ' Mar- 
quis Delatour's.' Always 'Mar- 
quis Delatour's,' like what I have 
read in the story of Puss in 
Boots. 

"Few houses shall be better 
furnished than mine. I shall 
have my apartments fitted up 
with the splendor of eastern 
seraglios, or of the enchanted 
palaces so well described in fairy 
tales. The floors, the leaves 
of the folding-doors, the Vene- 
tian blinds and shutters, will 
be made of precious wood, such 
as mahogany, rose-wood, citron- 
wood, and ebony. The hinges 
and bolts will be made of ce- 
mented steel, inlaid with gold. 



Vignoble is masc. by exc. {Xb).— Pampre is masc. by exc. (15). 

Betail, pi. bestiaux. — Gras, irr. fern, grasse. — Pdturage is masc. {21^).— Botte, 
booted, fr. botte, boot. 

664. Peic de maiso7is seront mieux raeuhUes. § 1. "VVlien adverbs of quantity, such 
&s peu, beaucoup, assez, are emploj^ed as collective nouns (205), the v. agrees with the 
subst. that follows them. § 2. When the subst. is understood, the v. agrees with it 
nevertheless. Ex, Beaucoup le seront moins bien. Many shall be less so. — Splendeur 
is fem. i^h).— Serails, pi. of serail (516). — Palais, pi. of palais (17). — Dicrit, pa. part, 
of the V. irr. decrire,\r. ecrire. See Index. — Vantaux, pi. of vantail (516). — Jalousies 
and 2^ersie7ines are both called Venetian blinds in English, but the former are drawn 
up by means of cords and pulleys, while the latter open and shut like shutters. 
665. Les PEESiENNES et les volets seront faits. § 1. Yfhen a participle (105, 854) 
or an adjective refers to two or more substantives or pronouns, either singular or plural 
and of different genders, it takes the plural form and the masculine gender. § 2. If the 
substantives are of different genders, for the sake of euphony, the masculine one ought 
to be placed last, if possible. § 3. This rule should, however, not be construed so as to 
interfere with the following : 666. When an adjective or a verb is preceded by two or 
more substantives which are synonymous and not connected by et, it agrees with the 
last only. Ex. Unfiot, une lame monstrueuse, A billow, a monstrous surge; La Cons- 
tance, la perseverance lui a suffi, Steadiness and perseverance have been suflScient 
for him. — Faits, pi. of fait, pa. part, of the v. irr. faire. See lnd.eyi.— Palissandre is 
masc. by exc. (15). — Citronnier, fr. citron, citron, lemon. — Ehene is masc. by exc. (15). 
—Jncruster, fr. croute, crust. — Icoire is masc. by exc. (15) — 



FORTY SEVENTH LESSON. 



539 



marbre seront prodigues de tons 
cotes ; et le lainpas, la monsseline, 
le satin et le velours, artistemerit 
entremeles, eblouiront I'oeil par 
les teintes les plus brillantes. Je 
m'entendrai a ce sujet avec mon 
tapissier. 

"Je me figure le moment ou 
.f irai faire I'inspection de ma 
nouvelle demeure, quand elle sera 
mise en etat de me recevoir. 
J'arrive en caleche. Le Suisse, 
fort comme un colosse et droit 
comma un cierge, a ouvert la 
grille d'entree, et d'un coup de 
cloche il a donne le branle a tout 
le personnel de ma maison." 

47. '^ Mes chevaux ont tra- 
verse la cour au galop ; mon 
cocher vient d'arreter devant le 
perron abrite par une marquise. 
Le valet de pied ouvre la portiere 
et baisse le marcbepied. Je des- 
cends de voiture, je traverse un 
beau portique et j'entre dans un 
vestibule pave de marbre blanc 
et orne de piliers, de cariatides et 
de bas-reliefs. Je monte lente- 
ment Tescalier, en m'appuyant sur 
une rampe superieurement ciselee. 
A droite et a gauche du palier, 
des vitraux demi-transparents et 



Ivor}- and marble will be lavished 
on all sides ; and lampas, muslin, 
satin, and velvet, skilfully inter- 
woven, will dazzle the eye Avith 
the most brilliant hues. I slinll 
confer on this subject with my 
upholsterer. 

" I figure to mysfelf the moment 
Avhen I shall go and take a sur- 
vey of my new residence, as soon 
as it is ready to receive me. I 
arrive in an open carriage. The 
porter, strong as a colossus and 
straight as a wax-taper, has open- 
ed the iron-gate, and, with a ring 
of the bell, has put all my domes- 
tics in motion." 

47. " My horses have galloped 
across the court-yard ; my coach- 
man has just pulled up before the 
flight of steps sheltered by an 
awning. The footman opens the 
coach-door and lets down the 
steps. I alight from my car- 
riage, cross a beautiful portico, 
and enter a hall paved with white 
marble and adorned Avith pillars, 
caryatides, and basso-relievos. I 
slowly ascend the staircase, lean- 
ing on a baluster superbly car\-ed. 
On the right and left of the land- 
ing-place, half-transparent and 



— Marbre is masc. by exc. {15)—La7i}jxt% a silk stnfif. Pronounce the final s. — Tapis- 
sier, fr. tapisserie, tapestiy, hanging. R. ttpi-% carpet. 

Inspection is fen). (?9) —Suisse, lit. Sw\s?.— Colosse is masc. by exc. (15).— Cierge is 
masc. by exc. {\b).— Cloche, a large bell.— ^/'OH^e is masc. by exc. (15). 

Cour isfem. by exc. (}^).—Marquisg, marchioness, and awning, or a sort of tenf.— 
Portique is masc. by exc. {\ij).— Vestihide is ma^c. by exc. (]6).—Bus-reUefr, pi. otbtt". 
relief.— Lentement, adv., fr. lent, slow {2(J\).—Su/)firifitreme-i\ (V. the adj. supeneur. 
The fern, of this adj. is superieure. ,667. Adjectives ending in erieur, form their fcm. 
according to the general rule (2).—Ciseler, fr. ciseait, cUy e\.— Vitraiu\ pi. of vitrail, 
omitted In the list of exceptions (510), because it is obsolete in the sing. 668. Demi- 
Iramparentes. In compound adj. beginning with mi, demi, and semi, these three 



540 



FOETY-SEVENTH LESSON. 



diversement colores reposent dou- 
cement la vue et montrent le 
paysage exterieur avec tous les 
effets du prisme. 

" Je tronve dans ranlichambre 
une fonle de laqnais et d'estafiers 
formant la liaie et s'inclinant res- 
I)ectueusemeiit devant moi. Je 
poiirrais leur faire fiechir le genou, 
coinme le faisaient les vassanx de- 
vant leur suzerain, sous le regime 
feodal; mais on dirait quejesuis 
arrogant et altier. Je ne veux pas 
m'attirer ce blame, ni fournir un 
pretexte aux pamphlets, aux dia- 
tribes et aux mechants libelles des 
envieux, toujours prets a gloser. 

" A propos ! De quelle couleur 
sera ma livree? L'ecarlate me 
plairait assez, ou le pourpre. C'est 
une chose k resoudre. Mais nous 
verrons cela plus tard. 



" J'arrive k la salle a manger, 
oil m'attend un ambigu magni- 
fique. La decoration de ce 
vaste refectoire est dans le style 
indien, Les sieges sont en bam- 
bou. Le buflPet est charge de 
tout ce qui peut flatter la vue et 
I'odorat. La table, couverte de 



variously colored glass-windows 
gently reheve the eyes and show 
the landscape on the outside with 
the play of colors of the prism. 

" I find in the antechamber a 
crowd of lackeys and footmen 
ranged in a line and bowing re- 
spectfully before me. I might 
make them bend the knee as vas- 
sals did before their liege lord, in 
the times of feudalism ; but peo- 
ple would say that I am arrogant 
and haught}'. I will not draw 
this blame upon myself, or afford 
a pretext for the pamphlets, in- 
vectives, and malicious lampoons 
of the envious, always ready to 
carp, 

" Now I think of it ! Of what 
color shall my livery be ? Scarlet 
w^ould please me well enough, or 
purple. I must positively make 
up my mind as to that, but it 
will be time to think about it 
later. 

" I come to the dining-room, in 
w^hich a magnificent collation is 
prepared for me. The decoration 
of this vast refectory is in the In- 
dian style. The seats are of bam- 
boo-cane. The sideboard is loaded 
with every thing that can gratify 
the visual and olfactory senses. 



words, signifying haJf, remain invariable. — Paymge, fr. pays, country, is masc. (215). 
— Prisme is masc. (545). 

Laqxcais does not vary in the pi. (17). — Bale. The h is aspirate.— Eespectueusement, 
adv., fr. respectueux, respectful (31, 32). — Genou, pi. genoux (7S5). — Vassaux, pi. of 
vassal (379). — Regime is masc. by exc. (15). — Bldme is masc. by exc. (15). — Pretexte is 
masc. by exc. (15). — Libelle is masc. by exc. (15). — Envieux, pi. of envieux (15S). 

Pourpre, a color, and a disease (purples), is masc. by exc. (15); \>ut poitipre, dye, or 
regal robes, is fem. 

Ambigu, subst, an entertainment consisting of a medley of (\i\&he%—Ee:'e;toire is 
masc. (590). — Style is m.isc. (502). — Odorat, smell, fr ocleur, odor In odtur, the o has 



FORTY-EIGHTH LESSON. 



541 



mets exqiiis et de boissons deli- 
cieiises, provoque la faim et la 
soif. 

" Quel contraste pour moi qui 
me suis si lougtemps nourri de 
pain bis, de lait caille, et de 
gousses d'ail. 

" Je me mets a table ; mais les 
bieaseances veulent que j'use de 
ces excellentes clioses avec sobrie- 
te. Je ne suis pas un despote, 
mais je tiens a ce que mes gens 
aient pour moi de la veneration, 
Et puis, je suis esclave du qu'en 
dira-t-on ; pour rien au monde je 
ne voudrais que cette troupe de 
valets me regardat comme un 
ivrogne ou un gourmand. Ce 
serait me couvrir d'opprobre." 

48. " Je bois done si peu que 
mon ecbanson en a Pair tout 
mortifie, et je me garde bien de 
manger jusqu'a satiete; sauf a 
me dedommager de mon jeune 
plus tard, sans temoins ni im- 
portuns. 



The table, covered with exquisite 
viands and delicious beverages, 
provokes hunger and thirst. 

" What a contrast for me, who 
have so long fed upon brov,'n 
bread, clotted milk, and cloves 
of garlic ! 

'' I sit down to table ; but de- 
corum requires that 1 should par- 
take of these excellent things with 
sobriety. I am not a despot, 
but I expect that my attendants 
should have veneration for me. 
Besides, I am a slave to gentility ; 
I would not for worlds be looked 
upon as a drunkard or a glutton 
by that troop of valets. It 
would be covering myself with 
shame." 

4§. " I therefore drink so lit- 
tle that my cup-bearer looks 
quite mortified at it, and I for- 
bear eating to satiety ; reservhig 
to indemnify myself for my fast 
later, without any witnesses or 
intruders. 



its long grave sound; but in odorat, it is short and acute. — Mets does not vary iu the 
pi. {\~).—E^quiH does not vary in the plur. — Boisson is fem. by exc. (14). — Soi/is fern, 
by exc. (14). 

Contraste is ma?c. by exc. (15). 669. Pour moi qui me suis si longtemps nourri. 
In French as well as in English, the relative pronoun takes the gender, number, and per- 
son of its antecedent. — Ail, pi. auLr, nearly obsolete, and ai/a. 

Jffts, form of the v. irr. mettre. See In^ax.—SohrUte, fr. sohre, sober, frugal, 
is fern. (241). — Veneration is fern. {^^).— Esclave is of both genders, — Le qu'en dira- 
t-on, lit. the what will one eay of it, an idiomatic locution for, the opinion of others. 
— Que cette tkoupe de valets me kegardAt. 670. When a general collective noun 
is followed by de and a substantive, the verb, adjective, pronoun, and participle 
agree with the collectivo noxm.— Monde is masc. by exc. (\b).— Ivrogne, fr. ivre, 
drunk. 671- It would be covering myself with shame, Ce serait one couvuir 
d'opprohre. When the present participle, in English, is cither the subject or the 
regimen of a verb, it is rendered by the infinitive in YvQXich.—Opprohre is masc. by 
e.\c. (15). 

Je hois, form of the v. irr. Loire. See laiex.— Satiete is fem. {2^\).— Dedommager, 
fr. dowmage, damage.— r/«</HC is masc. by exc. (15). 



542 



FORTr-EIGHTII LESSOA\ 



"Mon repas fini, je me remets 
en marche, et j'entre dans le salon, 
oil se deploie line splendeur qui 
frappe et eblouit les yeux, et qui 
ne pent etre egalee que par I'on- 
vj-age snrnatnrel des genies, dont 
on pent lire la description dans 
les contes de fees. J'arrive en- 
suite a la cliambre a coucher, dont 
I'anieublement est nioins- somptu- 
eux, mais non moins rielie. Le 
lit est de bois etranger ; les mate- 
las sont de la laine la plus douce ; 
le traversin et I'oreiller forment 
un riclie monceau de duvet ; les 
draps sont en batiste, et les cou- 
vertures sont aussi blanches que 
les agneaux qui porterent la toison 
dont elles sont ftiites. Le parquet 
est convert d'un tapis si epais que 
le pas le plus lourd ne pourrait 
etre entendu. 

"Mon cabinet de travail ren- 
ferme une grande bibliotlieque, les 
volumes sont relies en basane, en 
veau, ou en maroquin, selon leur 
importance. Les jjIus precieux 
sont dores sur tranche. Les in- 
folio occupent le bas de la biblio- 
theque, ensuite viennent les in- 
quarto, puis les in-octavo, et ainsi 
de suite. Mais je lirai rarement 
excepte les ouvrages de Beranger 
et de Dumas, 



" M}^ meal being over, I resume 
my walk, and enter the drawing- 
room, which displays a splendor 
that smites and dazzles the eye, 
and can only be matched by the 
supernatural performance of the 
genii, to be read of in fairy tales. 
I come next to the sleeping- 
chamber, the furniture of which 
is less showy, but not less rich. 
The bedstead is of foreign wood ; 
the mattresses are of the softest 
wool ; the bolster and pillow 
richly heaped with down; the 
sheets of cambric, and the blankets 
as white as the lambs Avhich bore 
the fleece that made them. Tlie 
floor is covered with so thick a 
carpet that the heaviest tread 
cannot be heard. 



" My study contains an exten- 
sive library of books, the volumes 
are bound in sheep, calf, or mo- 
rocco leather, according to their 
importance. The most valuable 
are gilt-edged. The folios occupy 
the lower shelves of the book- 
cases, next come the quartos, then 
the octavos, and so forth. But 
I shall seldom read, save Beran- 
ger's and Dumas's works. 



Remets, form of the v. irr. remettre, fr. mettre. See Index. — Splendeur is fern. (95). 
— Yeux is the pi. irr. of oeil.—Peut, form of tlie v. irr. pouvoir. See Index. — Ouvrage 
is masc. (215). — Description is fern. (99). — Conte is masc. by exc. (15). — Douce is the 
fern. irr. of the adj. doux. — Toison is fern, by exc. (14). — Faites, fem. pi. of fait. pa. part, 
of tlie V. irr. faire. See Index. — Convert, pa. part, of the v. irr. couvrir. See Index. 

Volume is masc. by exc. (15). 673. § 1- J^es in-folio. Substantives borrowed from 
foreign laugaages, and consisting of two or more Avords joined by a hyphen, are invaria- 
ble. § 2. By analogy, in-donze, in-seize, etc., are invariable &\io.— Lirai, form of the 
V. irr. lire. See Inde.x. 673. Exceptb les ouvrages. The past participles attendu, 
eircepte, passe, sujipose, and vu, are sometimes employed as prepositions, and, as such, 



FOKTY-XIKTH LES30X. 



43 



" Sur mon bureau est une ele- 
gante ecritoire, avec des plumes, 
de I'encre, un poinQon, un grat- 
toir, un cachet, de la cire, des 
pains 'a cacheter, des enveloppes 
et plusieurs rames de papier. 
Tout cela ne me servira pas sou- 
^ent, a moi, qui pour la moindre 
epitre, suis oblige de faire deux 
oil trois brouiUons, de biffer et de 
recopier. Je crois que j'airaerais 
mieux aller becher la terre, ou 
scier du bois que d'etudier ou de 
me livrer, comme on dit, au culte 
des muses. Je n'ai jamais pu me 
rappeler le grimoire qu'on nous 
enseignait au college. Les maitres 
ne faisaient que me gronder et me 
tancer." 

49. " Toutes les autres parties 
de ma demeure, depuis les fonda- 
tions jusqu'a la girouette qui domi- 
nera le faite, seront sur le meme 
pied d'elegauce. Cette girouette, 
pendant que j'y pense, represen- 
tera un faisceau de javelots ou de 
Heches empennees. J'en ferai 
oindre la tige et la douille tons les 
huit jours, pour qu'elle pivote 
libreinent et qu'elle ne s'encrasse 
pas. 



" On my deili is au elegant ink- 
stand, with pens, ink, a pricker, 
a scratching-knife, a seal, some 
wax, some wafers, envelopes, and 
several reams of paper. All these 
I shall seldom use, as, for the 
most trifling epistle, I am obliged 
to make two or three rough cop- 
ies, to blot out, and copy over 
again. I believe I should like 
better to go and dig the ground, 
or saw wood, than study or de- 
vote myself, as some people say, 
to the worship of the muses. I 
never could remember the learned 
trast which we were taught at 
college. The masters did nothing 
but chide and rebuke me." 



49. "All the other parts of 
my mansion, from the foundations 
to the weathercock that will 
crown the summit, will be on the 
same footing of elegance. This 
weathercock, while I think of it, 
shall represent a sheaf of javelins, 
or of feathered arrows. I shall 
have its rod and socket greased 
every week, that it may freely 
turn on its pivot without ever 
getting dirty. 



their meaniug is as follows : attendu, in consideration of; exeepte, except, save ; passe, 
after; suppose, ia the supposition of; vu, seeing. With this signification, they precede 
the substantive which they govern and are invariable, 

Ecritoire is fem. (590).— 6-'/-f/^^oi/", fr. gratter, to scratch. — Epitre is fern. (342). JRe- 
copier, fr. copier, to copy. — Becker, fr. Veche, spade. 674. tP aimer a is mieux becher 
la terre qite jy'elwHer. When mieux is followed by two infinitives, de is placed before 
the second, even thougii the first be not preceded by this prep. — Culte is masc. by e.vc. 
(15). — Grimoire, lit. conjuring book, is ruasc. by exc. (15). — College is masc. by 
exc. (15). 

Fondation is fem. (99) —Fuite is masc. by e.xc. {W).—Empe7i7if', fr. penue^ feather — 
Oindre, v. irr. See Index. Seldom used. — Pivoter, fr. pivot, pivot, hiagc.—Encrasser, 
fr. crasse, filth, rust, squalidncss. 



5M 



FORTY-NINTH LESSON. 



"L'ecurie aiiisi que le liaras 
obtiendra a juste titre les suffrages 
des connaisseurs. II y aura de 
superbes etalons des races les plus 
estimees ; des chevaiix hongres, 
des juments, des poulains et des 
pouliches. 

'' 11 y aura des chevaux noirs, 
gris, alezans, bais, rouans et 
poinmeles. J'aurai aussi nn zebre, 
pour la rarete du fait. II y aura 
de jolis bidets, et des mulets pour 
les fourgons de voyage. 

" Les loges seroiit garnies de 
paille fraiche; les rateliers, les 
nmngeoires et les auges seront 
amplement pourvus de toute sorte 
de fourrage, particulierement de 
foil! sec, ainsi que d'avoine 
soigneuseraeiit passee au crible 
et vannee, et d'orge monde. 

" La remise sera assez spacieuse 
pour contenir une berline, un 
landau, un coupe, un cabriolet et 
tous les autres vehicules legers, 
qui ont remplace les lourds coches 
et les pataches de nos peres. 

" Les cuisines cliarmeront I'oeil 
par la proprete de leurs fourneaux 
et Teclat de leurs batteries. Tous 



" The stables and the stud will 
deservedly obtain the encomium 
of connoisseurs. There will be 
beautiful stallions of the most es- 
teemed breeds ; geldings, mares, 
colts, and fillies. 

" Tliere will be black, gray, 
chestnut, bay, roan, and dapple 
horses. I shall also have a zebra, 
for the sake of its rarit3\ There 
will be handsome nags, and mules 
for the travelling carriages. 

" The stalls will be supj)lied 
with fresh straw ; the racks and 
mangers and the troughs will be 
amply provided with every sort 
of fodder, particularly with dry 
hay, and also with oats carefully 
sifted and winnowed, and hulled 
barley. 

"The coach-house will be 
roomy enough to contain a ber- 
lin, a landau, a chariot, a cabrio- 
let, and all the other light vehi- 
cles which have superseded the 
heavy coaches and conveyances 
without springs of our fathers. 

" The kitchens will dehght the 
eye with the neatness of their 
stoves and the brilliancy of their 



Vecurie ainsi que le haras obtiendra. 675. When two substantives are connected 
by dememe que, in the same manner as, aussi Men que, as well as; comme, as; nan 
plus gwe, nor; plutOt que, rather than; avec, with; ainsi qw, as, along with; the verb 
agrees with the first substantive only. — Tiire, title, is masc. (j'jW^—Ajmte titre, lit. at- 
just title. — Suffrage is masc. (215). — IJongre. The h is aspirate. — Jicment is fern. (8). 

Zebre is masc. by exc. {15}.— Barete is fern. {2i[).~-JIalet is masc. The fem. 
is mule. 

Ifangeoire, fr. manger, to eat— Pourvu., form of the v. irr. potirvoir. See Index.— 
Fourrage is masc. (215). — Crible is masc. by e.vc. (\b.)—Vanner, fr. van, fan.— Orge is 
masc. by exc. (15), only in orge monde and orge perle, pearl-barley. 

Vehicide is masc. by exc. (15). — Coche, coach, and tow-barge, is masc. by exc. (15); 
but coche, notch, is fem., and coche, sow, is also fem. (8). 

Fourneaiio', pi. o^fourneau {'ii2).—Batterie, battery. Batterie de cuisinp, liitchen 



FIFTIETH LESSON. 



545 



les nstensiles, tels qne casseroles, 
poelons, rotissoires, fours de cam- 
pagne, bouilloires, rechauds, ecu- 
moires et chaudrons, y seront 
etages en rangs luisants et polis. 
Les tables et les billots seront en 
hetre ou en orme. Les pieces de 
viande crue, les quartiers de ve- 
naison, les poulardes dodues et 
truflfees seront suspendus k des 
crocs, en attendant le moment de 
leur transformation." 



50. " Les marmitons seront 
constamment en activite : rapant 
du Sucre, saupoudrant les cremes, 
le flan ou la patisserie, pelant on 
ratissant les legumes, ecurant les 
bassines, rin^ant, pilant, egru- 
geant, pendant que le chef, avec 
sa grosse bedaine ornee d'un cou- 
telas dans sa gaine, presidera et 
donnera ses ordres. 

" L'office regorgera de comesti- 
bles frais et de conserves en tons 
genres. De plus, elle sera garnie 
de petites friandises, comme des 
croquignoles, des gimblettes, des 
oublies et des ramequins. 



utensils, all of which, such as 
saucepans, pipkins, roasting- 
screens, Dutch ovens, kettles, 
chafing-dishes, skimmers, and boi- 
lers, will be disposed in shining 
and polished rows. The tables 
and chopping-blocks will be made 
of beech or elm. The joints of 
raw meat, haunches of venison, 
and plump pullets stuffed with 
truffles will be hung on hooks, 
until the time of their transfor- 
mation." 

50. " The cook-lads will be in 
continual activity : rasping sugar, 
sugaring the tops of creams, cust- 
ards, or pastry, peeling or scrap- 
ing vegetables, scouring the pans, 
rinsing, pounding, while the head- 
cook, with his big pauncli adorned 
with a large knife in its sheath, 
will preside and give his orders. 

" The pantry will be replete 
with fresh eatables and preserves 
of all kinds. It will moreover be 
stored with little dainties, like 
cracknels, spice-nuts, w^afers, and 
ramekins. 



ntenaiK—Rotissoire, fr. rdtir, to roast. The o has its short sound, notwithstanding the 
nccent. — Bouilloire, fr. houillir, to boil. — Eciimoire, fr. ecumer, to skim or scum, E. 
ccume, scum, foam, froth. — Eiager, to dispose in successive rows, fr. etage, floor, story. 
— Luisant, verbal adj., fr. the v. irr. luire, to sliine. See Index.— lletre is mas-c. (801). 
The h is aspirate. — Orme is maf-c. (SOI).— Venaison is fern. (79). — Truffe, fr. tmfe, 
(riifHe. — C/-OC. The final c is not sounded. — Ti'an.tfonnntion is fern. (99). 

J/armifoii, lit. scullion, is a contemptuous epithet bestowed on umUn-- coohs.— Helper, 
fr, r.ipe, rasp. — '^aupourJrer, fr. poudre, powiVn-.—Pdiisnerie, fr, pdte, itiisie.—nier 
and cgi-nger are botli translated by to pound. PiirrU the general expression ; egruger 
is to pound in a wooden mortar only. It is particularly said in speaking of salt. — Be- 
diiineisf:\m\\\&T. 

Offi.ce, in tlie sense of pantry, is fem. ; otherwise it is masc. (20) —Rfigorger, fr. 
gorge, throat— Comestible, being an adj. used substantively, is masc. (-iOO)).— Frais, 
{cm. fraiche. 



546 



FIFTIETH LESSON. 



"Les celliers seront parfaitc- 
ment sees et bien aeres. Le sol 
en sera salpetre, car on (lit que 
le nitre mele a la terre la rend 
impermeable a I'humidite. On 
n'y verra ni un cloporte ni une 
araignee. Plus de cinquante 
tonneaux et autant de casiers, 
garnis de bouteilles de tous les 
vins fins, rouges, blancs, mous- 
seux, liquoreux ou sees, seront 
places sous la surveillance de mon 
sommelier, que je punirai sev^re- 
ment si jamais il arrive sur ma 
table un seul fiacon qui sente le 
flit, le bouchon ou la lie. 

" J'aurai quelques feuillettes 
d'excellent eidre de Norraandie, 
et de la bi^re importee d'An- 
gleterre, si toutefois cela peut se 
faire sans entraves, car je ne 
connais pas les regleraents de la 
douane, ni ceux de I'octroi. On 
dit que la bonne qualite de la 
biere anglaise tient au mode de 
preparation de la dr^che ; je n'en 
sais rien. 

" II y aui-a des compartiments 



" The cellars will be perfectly 
dry and well ventilated. The 
ground will be impregnated with 
saltpetre, for it is said that nitre 
mingled with earth makes it im- 
pervious to dampness. There will 
be seen neither a w^ood-louse nor 
a spider. More than fifty casks 
and as many bins, stocked with 
bottles of all sorts of fine wines, 
red, Avhite, sparkling, sw^eet, or 
natural, will be placed under the 
superintendence of my butler, 
whom I shall severely punish if 
ever a single flagon tasting of the 
cask, or of cork or dregs, is 
brought upon my table. 

"I shall have some casks of 
excellent cider of jSTormandy, and 
some beer imported from Eng- 
land, if however it can be done 
without impediment, for I do not 
know the regulations of the cus- 
toms, nor those of the excise. It 
is said that the excellence of Eng- 
lish beer is owing to the mode of 
preparation of the malt ; I don't 
know. 

" There will be divisions for 



Aere;; fr.'air, air. — Xitre is masc. (341). — IRimidite, fr. Inimide^ damp, wet, is fem. 
(241). Tiie h is inute. — Cloporte is masc. by exc. (15). 676. Plus de cinquante ton- 
neaux. The word than is rendered by de instead oique after plus, more, and moin-% less, 
when these adverbs are followed by a numeral adjective or a substantive. — Tonneaux, 
pi. of tonneau {2o2).—Casier, fr. case, compartment, division. — Mousseux, fr. moiosse, 
foam, froth, does not vary in the pi. (158). — Liquoreux, fr. Uqtoeur, liquor, does not 
vary in the pi. (15S). — Surveillance, fr. surveiller, to superintend, to overlook, E. veille, 
watching. 677. Un SF.UL^acon qui sente. The subjunctive mood is generally em- 
ployed after a relative pronoun, preceded by le seul, 2in seul, le plus, le moins, le 
inieux, le meilletir, lepire, le mohidre, and/>6M. — Bouchon, cork, or stopper, fr. houehcr, 
to stop. 

Feuilletle, a cask holding about 85 gallons. — Cidre is masc. by exc. (15). — Reglement, 
fr. regler, to regulate, to settle. — Douane, customs, custom-duty, custom-house. — 
Octroi, lit. tov/n-due. — Mode, mode, mood, is masc. \)j exc. (15); \>\\\,mode, fashion, 
is fera.. 



FIFTY- FlliSr LK?SOX, 



547 



pour Teau-de-vie, le genievre, le 
rlium, le kirscli, Tabsinthe et 
toutes les varietes de liquide fer- 
mente qu'on appelle vnlgairement 
rogomme. II y en aura d'autres 
pour les liqueurs, comme Tani- 
sette, le curat^ao, le noyau, le 
sirop de punch et le marasquin." 

51. " Mon verger reunira tons 
les arbres fruitiers qui peuvent 
croitre en pleine terre, sous notre 
zone temperee. La grefie y 
multipliera les fruits les plus 
exquis. 

''J'aurai soin que le potager 
fournisse en abondance des lai- 
tues, des chicorees, des clioux- 
fleurs, des concombres, des ca- 
rottes-, des navets, des champi- 
gnons, du cerfeuil et du persil. 
Des b&ches bien entretenues per- 
mettront d'avoir de tout cela en 
toute saison. II est certaines 
plantes dont je ne tolererai pas la 
presence, comme les poireaux et 



brandy, gin, rum, kirsch-^asser, 
bitters, and ah the varieties of 
fermented hquors that are com- 
monly called spirits. There wiU 
be others for cordials, like ani- 
seed, curagao, noyau, syrup of 
punch, and maraschino." 



51. " My orchard will contain 
all the fi-uit-trees that can grow 
in the open groufld, under our 
temperate zone. Grafting wiU 
multiply the most exquisite fruits 
there. 

"I shall take care that the 
kitchen- garden produce a plenti- 
ful store of lettuces, succories, 
cauliflowers, cucumbers, carrots, 
turnips, mushrooms, chervil, and 
parsley. Hot-bed frames in good 
condition will render it possible 
to have some of all these in' any 
season. There are certain plants 
which I will not suffer to grow 
there, such as leeks and fennel, 



Genievre is masc. by exc. (15). — Rhum. Pronounce rom. — Ab-sintJie, wormwood. — 
Variete is fern. (241). — Liquide, when used substantively, is masc. (405). — Rogomme 
is low. — Liqueur is fern. (95). — Punch is pronounced as if spelled (in French) /»o??c/i<'. 

Arhre is masc. by exc. (15). — Peuvent, form of the v. irr. pouvoir. See Index. — 
Greffe, graftinor, is fem. and regular; but greff.e, record-oflice, is ma.<c. by exc. (15). 

Potiiger, fr. jiotnge, soup, E. pot, poL — Chou^-Jleurs, pi. of tlie compound word 
chou-Jleur, lit cabbage-flower. 678. When a compound is formed of two substantives 
joined by a hyphen, each of the component parts takes the mark of the plural wlien the 
sense requires it. Thi.s is but a natural consequence of rule 651, which gives rise besides to 
several others, as : 679. If a compound word is formed of a substantive and an adjective, 
both take the mark of the plural. Ex. Une hasHe-cour, a poultry -yard, lit. a low-yard; 
pi. de-i haHHe^-cou,rH, poultry-yards. 630. When a compound is formed of two ailjec- 
tives, both agree in gender and number with the word to which they refer, be it ex- 
pressed or understood. Ex. Un sourd-muet, a deaf-mut"; dt-s sourds-muffts. deaf- 
mates; etc. For tiie exceptions to these rules see 66-^, 072, 091, 692, C9S, and Feu in 
Index.— Concombt'e is masc. by exc (15).— Persil. The final I is quiescent. £81. LI 
eat certainen pinnies, or il y a certaines planter. LI est is sometimes used with the 
impersonal signification of LI y a (218), but denotes a more general statement, and be- 
sides it is less familiar. — Poireaux, pi. of poireau (232). — 



548 



FIFTY-FIKST LESSON. 



le fenouil, qui me repugnent, et 
la morelle et la eigne, qui sont 
veneneuses. 

" II y aura des serres ou les ar- 
bustes delicats fleurii-ont a Tabri 
du givre et de la gelee. Des 
serins, des chardonnerets, des 
tarins, et qiiantite d'autres chan- 
tres ailes, s'y trouveront bien 
mieux que dans une voliere. 
J'irai quelquefois leur distribuer 
le millet, le^h^nevis et la na- 
vette ; et ils me reniercieront par 
leur gazouillement melodieux. Les 
especes qui vivent d'insectes n'y 
manqueront pas de vermisseaux. 
Quand on ouvrira les chassis, de 
legers reseaux de soie verte empe- 
cheront mes captifs de s'envoler. 

"Par une belle matinee du 
mois de mai,. je viendrai m'y 
soustraire au tumulte du monde, 
et m^egarer dans le labyrintlie 
des allees sinueuses, bordees de 
muguet, de mauve, de marjolaine, 
de pervenche et de valeriane. Je 
me reposerai et me rafraichirai 



which I can't abide, and night- 
shade and hemlock, which are 
venomous. 

" There will be green-houses in 
which delicate shrubs will bloom 
sheltered from the rime and frost. 
Canary-birds, goldfinches, tarins, 
and many more winged songsters, 
will find themselves far better 
there than in an aviary. I shall 
sometimes go and distribute to 
them millet, hemp-seed, and rape- 
seed ; for which they will thank 
me with their melodious warbling. 
Those species that live on insects 
will not lack small worms there. 
"When the sashes are opened, a 
light network of green silk will 
prevent my captives from flying 
away. 

"On a fine May morning, I 
shall go thither to shun the tu- 
mult of the world, and wander 
tlirough the maze of the winding- 
walks, bordered with lilies of the 
valley, mallows, sweet marjoram, 
periwinkle, and valerian. I shall 
rest and refresh myself sometimes 



Cigtc'r. Pronounce the u {5SS).— Venetieuse, fem. of veneneux (142), venomous, 
in speaking of plants; but venomous, in speaking of animals, is rendered by veni- 
meux. 

Arhuste is masc. (301). — Fleurir, fr. fleur, flo\ver, bloom. — Givre is masc. by exc. 
(15). — Gelee, fr. gele>\ to freeze. — Chardonneret, fr. chardon, thistle, because it fre- 
quents places in which thistles grow. — Chantre, fr. chanter, to sing, is m;\sc. (341). — 
AiU, fr. aiie, wing. — Voliere, fr. voler, to fly. — Navette, fr. navet, turnip. — Remercier, 
fr. tnerci, thanks. — Gazouillement, s,-ab&t, fr. g azo uiller, io \v&r\)\e, to twitter. — Ver- 
misseaux, pi. of veryiiiftseau (232), diminutive of ver, worm. — Chdsnis, frame or sash, 
does not vary in the pi. (17). — Reseaux, pi. of reseau (282). — S'envoler, fr. toler, 
to fly. 

Matinee, fr. onatin, morning (329). — Soustraire, v. irr., conjugated like traire. See. 
Index. — TMrniiZie is masc. by exc. (15). — LahyrintJie is masc. by exc. (15). The ;(/i is 
sounded like t. — Sinueuse, fem. of sinueux (142). 682. '^^ me reposerai et me ra- 
fralcMrai. The personal pronoun, when a regimen, must be repeated before each verb 
in its simple tenses; and even in its compound tenses unless the auxiliary bo suppressed. 



FTFTY-SECOND LESSvO:n^ 



i)iJ 



tantut dans un kiosque, au fond 
d'un bosquet, tant6t dans une 
gi'otte taillee dans un rocher dur 
comme le basalte, tantot sur un 
tertre k Tombre d'un berceau 
dont le treillage disparaitra sous 
les lianes, le lierre et la clematite. 
La je humeral le souflBe du ze- 
phire qui, doucement tamise par 
le feuillage, m'apportera les par- 
fums de I'oeillet, de I'iris, de la 
giroflee, du jasmin, du reseda, de 
la verveine odorante et de I'helio- 
trope violet. 

" Je m'y laisserai bercer par la 
melodie du rossignol, de la fau- 
vette, du rouge-gorge, du merle 
et de toute la gent emplumee ; 
car ce qui me plait le plus, c'est 
le chant des oiseaux." 

52. " D'autres fois, convert 
d'un feutre a larges bords, pour 
me garantir du hale, vetu d'une 



in a kiosk, at the end of a grove, 
sometimes in a grotto hewn out 
of a rock as hard as basalt, some- 
times on a knoll, in the shade of a 
bower the lattice of which will 
be concealed under the bindweed, 
the ivy, and the clematis. There 
I shall inhale the breath of the 
zephyr, gently intercepted by the 
leaves, and wafting the perfumes 
of the pink, the iris, the gilly- 
flower, the jessamine, the migno- 
nette, the fragrant vervain, and 
the violet heliotropium. 

" There I shall be lulled by the 
notes of the nightingale, the war- 
bler, the redbreast, the blackbird, 
and all the feathered tribe; for 
what pleases me above all, is the 
song of the birds." 

52. "At other times, wearing 
a broad-brimmed beaver, to screen 
me from the scorching sun, clad 



—Kiosque, a Turkish summer-house, is masc. by exc. (15).— Basalte is masc, by exc. 
(15). — Tertre is masc. (341). — Berceau, bower, and also cradle, fr. hercer, to rock. — 
Treillage is masc. (215). — Lierre is masc. by exc. (15). — ITumer. The h is aspirate. — 
Smijfle is masc. by exc. (15). — ZepJdre, the western breeze, is masc. by exc. (15). With 
a different spelling, zephyr signifies more generally any mild wind or zephyr. — Feuillage 
is masc. (215). — Iris. The final s is pronounced. — Ileliotrope is masc. by exc. (15). The 
h is mute. 

Bercer, to rock, and to lull. — Rouge-gorge is masc. by exc. (15). The pi. is rouges- 
gorges (679). — Merle is masc. by exc. (15). — Gent, race, tribe, nation, is fern, by exc. 
(14). It is seldom used, except in jest or in familiar poetry. For the plural gens, see 
582. Emplume, fr. plume. — Plait, form of the v. irr. plaire. See Index. 683. Ce 
qui me plait le plus, c'est le chant. When ce before a relative pronoun, as qui, que, 
dont, etc., begins a phrase, and is followed by the v. etre with another verb, it must be 
repeated before etre. This pronoun offers in addition the following peculiarities: 
684- The pron. ce must always be placed before the v. etre, when this v. is preceded 
and followed by an infinitive. E.x. 3fe demander U7i service, c'est me faire plaisir, 
to ask a service of me, is to do me a pleasure. 685. When two or more infinitives are 
the subjects of the verb Ui'e, followed by a substantive, they are generally summed up 
*\>Y the pronoun ce, with which the verb etre agrees. E.x. Donner des renseignementa 
et RESDRE service, c'est man plus grand plaisir, to communicate information or to 
render a service, is my greatest pleasure. 

Convert, pa. part, of the v. irr. couvrir. See Inikczi.—Fexitre, felt, is masc. (311). — Ilille 



550* 



FIFTY-SECOND LESSON. 



casaqnc de basin et arme d'un 
gourdin, j'irai voir les travaux de 
ires fermiers. J 'aural Pair d'un 
colon en tournee. 

" J'encouragerai par ma pre- 
sence la laitiere, trayant ses vaches 
dans I'etable, ou faisant ses fro- 
mages dans la laiterie. 

" De li j'irai voir le berger, fai- 
sant paitre son troupeau ou ton- 
dant ses brebis. Nous causerons 
ensemble de sa houlette neuve, de 
son belier favori et des bergeron- 
nettes familieres qui suivent les 
pas vagabonds du bouc, de la 
bique et du cabri. Ce sera tout 
a fait pastoral. Le faucheur 
viendra prendre part a notre con- 
versation, tout en aiguisant sa 
faux. 

" Je les quitterai pour aller sui- 
vre les operations du laboureur, 
tenant le manche de la charrue, 
trainee par des boeufs gras et 
vigoureux; ou semant le seigle, 
I'epeautre, le froment, le sarrasin 
et le mais, ou recoltant la jaune 



in a dimity jacket and armed with 
a cudgel, I shall go and see the 
labors of my farmers. I shall look 
like a planter making his rounds. 

"I shall cheer by-my presence 
the dairy-maid, milking her cows 
in the cowhouse, or making her 
cheeses in the dairy. 

"From thence I shall go and 
see the shepherd, feeding his flock 
or shearing his ewes. We shall 
talk together about his new crook, 
his favorite ram, and the tame 
wagtails that follow the wander- 
ing steps of the he-goat, the she- 
goat, and the kid. It will be 
quite pastoral. The mower will 
come and join in our conversation, 
while he sharpens his scythe. 

" I shall leave them to go and 
observe the operations of the hus- 
bandman, holding the stilts of the 
plough, drawn by fat and lusty 
oxen ; or sowing rye, spelt, wheat, 
buckwheat, and maize, or reaping 
the yellow harvest, collecting the 



is masc. by exc. (15). The li is aspirate.— J^<3rmjer, fr. ferme, form (159). — Culon, radical 
oi colonic, colony. 

686- J'encouragerai par ma jyrenenee la laitiere, trayant ses vaches dans Vetdblc. 
The indirect regimen must be placed first, when the direct reg. is a subst, folloAved by 
some words that cannot be separated from it; and, in general, when the sense requires 
it, to avoid ambiguity or obscurity. See also 637. — Fromage is masc. (215). — Laiterie, 
fr. lait, milk. 

Paitre, to graze, v. irr. Sec Index. — Troupeau, fr. troupe, troop. — Brebis is fern. 
(8). It does not vary in the pi. (17). — Houlette. The h is aspirate. — Neuve, fem. of 
neuf i^hX). — Bergeromiette, fr. Merger, shepherd. So named from its being fond of 
haunting the places where shepherds tend their flocks. — Faucheur, fr. faucher, to 
mow, E./r««j, scythe. — Conversation is fem. (99). — Aiguiser, to whet, to sharpen, fr, 
aigu, acute. The vowels ui form a diphthong in this word.— i^awtc, formerly spelled 
faulx, is fem. by exc. (14). 

Laboureur, fr. labourer, to till, to plough. — ILanche, handle, is masc. by exc. fl5); 
but manche, sleeve, is i(im..—Boe,uf, ox and beef. The/is quiescent in the pi. In the 
sing, it is quiescent only in Le Vo&uf gras, the fat ox. — Seigle is masc. by exc. (15). — 
Epeaxdre is masc. (341).— J/a'ts. The final s is pronounced. The diaeresis shows that 
the word forms two syllables. — Becolter, fr. recolte, crop, harvest.— 



FIFTY-THIKD LKSSOX. 



551 



nioisson, raraassant les javelles et 
liant les gerbes. 

" J'irai anssi voir les robustes 
gargons de ferine, au moment ou, 
reiinis dans I'aire de la grange, ils 
feront tomber en cadence leurs 
fleaux sur le ble ; et je veux qne 
tons les meuniers des alentours 
me fassent compliment sur la 
beaute de mes cereales. 

" Je ne me bornerai pas k pre- 
sider aiix ti-avanx de ces braves 
gens : j'assisterai sans morgne a 
leurs delassements. Je les excite- 
rai a jouer a colin-maillard et a 
la main chaude ; je leur appren- 
drai a danser une gigue ou un 
rigodon, et je paierai les mene- 
triers. 

" Quelquefois aussi, je monterai 
mon coursier favori, un cheval 
pur sang, fringant, hennissant et 
rongeant son frein, mais docile et 
parfaitement dresse. Ses fers, son 
mors et sa gourmette seront d'ar- 
gent massif, ainsi que les etriers. 
La selle, la bride et le bridon sor- 
tiront des magasins du premier 
sellier de la capitale. Mes eperons 
seront dores, et la tete de ma 
cravache sera garnie de pier- 
reries." 

53. " Ainsi monte, je parcour- 
rai mon pare, quelquefois au trot, 



swath, and binding the sheaves. 

" I shall also go and see the 
stout farm-laborers, at the time 
when, assembled on the barn- 
floor, they make their flails fall 
on the corn in keeping time ; and 
I expect that ail the millers in the 
neighborhood will pay me compli- 
ments on the beauty of my crops. 

" I will not confine myself to 
presiding over the labors of these 
good people : I shall assist at 
their recreations without haughti- 
ness, I shall excite them to play at 
blindman's buff and hot cockles ; 
I shall instruct them how to 
dance a jig or a rigadoon, and I 
shall pay the fiddlers. 

" Sometimes also, I shall mount 
my favorite steed, a thorough- 
,bred horse, frisky, neighing, and 
champing his bit, but docile and 
perfectly well-trained. His shoes, 
bit, and curb-chain will be of mas- 
sive silver, as well as the stirrups. 
The saddle, bridle, and snaffle 
will come from the workshops of 
the first saddler in the metropolis. 
My spurs will be gilt, and the 
head of my horse-Avhip will be 
adorned with precious stones." 

53. " Thus mounted, I shall 
ride across my park, sometimes 



3Irmso7i is fern, by exc. (14). — Javelle, the quantity of corn cut at one stroke of the 
sickle. 

Fleaux, pi. oi fleau (232), flail, scourge, and beam (of a balance). Cereales, corn- 
crops, fr. Ceres. 

Delaasement, fr. delasser (153), to nn weary, to refresh, R. las, -weary, tired. 

Coursier, fr. course, race, R. courir, to ran. — Fur san(/,]it. pure blood. — Iletinir, to 
neigh. The h is aspirate. — Fer, iron and horse-hhoe. — 3lors, fr. mordrc, to bilo. The 
8 is quiescent.— Sellier, fr. selle, saddle. 

Parcourrai, form of the v. irr. 2^<-i'>'<^ourir, fr. courir. Sec Indc.\. — rronoimce rr 



552 



FIFTY-THIRD LESSON. 



mais plus souvent k Tamble, qui 
est plus doux. Au sein de cette 
retraite vivront dans une paix 
profonde le chevreuil, le daim, la 
biche, le faon, toutes les betes 
fauves, agiles et timides qui peu- 
plent les bois. 

" Un ravin irapraticable et de 
liautes murailles me preserveront 
des larcins des braconniers et des 
maraudeurs. De plus, j'aurai des 
gardes-chasse qui happeront les 
delinquants, s'il s'en trouve ; car 
je ne veux pas etre lese. 

" Quand la cbaleur sera passee, 
apr^s avoir graduellement aug- 
raente, puis diminue, dans une 
longue journee du raois de juin, 
j'irai respirer Pair du soir dans les 
prairies nouvellement fauchees et 
jonchees de trefle, de sainfoin et 
de luzerne. Jamais on n'y trou- 
vera un seul brin de colchique, 
car c'est un toxique dangereux 
qu'on n'y laissera pas germer. 

" Puis encore, quand il fera 



trotting, but more freq'iently am- 
bling, whicli is easier. In the 
midst of this retreat will live in 
undisturbed peace the roebuck, 
the deer, the hind, the fawn, all 
the nimble and timid fallow ani- 
mals that people the woods. 

" An impassable ravine and 
lofty walls will defend me from 
the pilfering of poachers and ma- 
rauders. Besides, I shall have 
some game-keepers who will catch 
the offenders, if there be any ; for 
I will not be wronged. 

" When the heat is over, after 
having gradually increased and 
then decreased, on a long day of 
the month of Jime, I shall go and 
breathe the evening air in the 
new-mown meadows, strewn with 
clover, sainfoin, and lucern grass. 
Never will a single blade of col- 
chicum be found there, for it is a 
dangerous poison which shall not 
be allowed to spring up. 

" Again, when the weather is 



as double. — Aml/leis masc. by exc. (15). — Paix is fem. by exc. (14). — Chevreuil rhymes 
■with ceil.— Bairn is pronounced as if spelled (in French) din. — Faon is pronounced 
as if spelled (in French)/a?i. — Feupler, to people fr. peuple, people (303). 

Impraticable, fr. praticable, practicable, passable, E. pratique, practice.— Gardes- 
chasse, pi. of the compound subst. garde-chasse. Grammarians are not unanimous as 
to the plural form of this word : some give it as invariable ; others add an s to each of 
the component parts. We adhere to the opinion of Laveaux, who considers garde not 
as a verb {garder, to keep), but as a substantive (guard or keeper); and eJiasse as a 
general expression, which ought to remain invariable, as game in English. The 
Academie gives no example of the pi. — Sapper. The h is aspirate.— J)elinqua7it, fr. 
delit, oflfence. 

687. Quand la chaleur s'era passee, apres ayoi'r graduellement avgm^vte, 2^'uis 
DIMINUE. Some neuter verbs take etre as an auxiliary in their compound tenses, when 
they express a state, and avoir when they express an action. — Koiivellement, adv., fr. 
nouveau, fem. nouvelle (31, 32). — Faucher, to mow, ft. faux, scythe. — Trefle is masc. 
by exc. (15). — Colchique is masc. by exc. {lb).— Toxique is masc. by exc. {lb).— Dan- 
gereux, adj., fr. danger, danger. — Germer, v., fr. germe, germ, which is masc. by 
exc. (15). 



FlFl'Y-FOUKTH LESSON, 



chaud, je nagerai et je plongerai 
comme un vrai plioque, on comme 
un hippopotarae. On dit qu'on 
peut apprendre la natation sans 
aucun risque, avec du liege adapte 
k line sangle qui passe sous les 
aisselles. 

" Le bain froid est salutaire ; il 
est tonique et il raffermit les pores. 
C'etait un des preceptes, un des 
axiomes de notre bon docteur, 
qui voulait surtout qu'on se 
mouillat bien la tete. Aussi men 
pere n'a jamais passe un ete sans 
aller se plonger dans le fleuve une 
fois par semaine. 

• "J'aurai done soin que mon 
chateau soit situe pres d'une belle 
riviere, ou j'aurai un embarcadere, 
avec une grande barque pavoisee, 
dont je serai le nocber les jours 
ou j'aurai nombreuse coinpagnie 
a proraener sur Teau ; mais pour 
mon usage particulier, je me ser- 
virai d'une nacelle legere, avec 
des pagaies au lieu d'avirons." 

54. " Si, par liasard, je ne 
trouvais pas le site que je desire, 



"warm, I shall swim and dive like 
a seal or a river-horse. It is said 
that swimming may be learned 
without any risk, with some cork 
fastened to a strap which passes 
under the arm-pits. 

" Bathing in cold water is a 
wholesome practice; it is tonic 
and braces the pores. It "vvas 
one of the precepts and axioms of 
our good doctor, who especially 
recommended that the head 
should be completely wetted. 
And so my father never passed a 
summer without going to take a 
plunge in the river once a week. 

" I shaU therefore take care to 
have my mansion situated near a 
fine river, Avhere I shall have a 
wharf, with a great barge adorned 
with flags, and I shall be the pUot 
on the days when I have a nu- 
merous company to take on the 
water ; but for my own private 
use, I shall employ a hght wherry, 
with paddles instead of oars." 

54. " If I should not happen 
to find the site I desire, I should 



je ferais venir des pionniers et des j send for pioneers and diggers, 
terrassiers, qui creuseraient dans j who would dig a canal or a small 
mon pare un canal ou un petit | lake through my park, fordable in 



Phoque is masc. by exc. {\b).— ITipx>opotame is masc. by exc. (15;. — Xatation is 
fem. (99). — Liege is masc. by exc. (15). 

Raffermir, fr. ferme, firm.— Pore is masc. by exc. (\b).—Precepte is ma«c. by exc. 
(15).— Axit/m^ is masc. by exc. (15). The o bas its long grave sound. 688- Jln^a 
jamaif jjauxe un ete. When a verb usually neuter is employed with the active form, It 
takes avoir as an auxiliary in its compound tenses. 

Emharcarlere.,]&n([ir\%, or terminus of a railway, is masc. by exc (15)— iVocA^r is 
chiefly used in ^iobtTy.-Xomhreusi', fem. oi nombrerix (141), fr. nomhre, number. 
Terraatder, fr. terranse, terrace or earth-work, R. terre, earth. 689. U"' canal ou 

24 



554 



FLFTY-FOUKTil LESSON. 



lac, gaeable en certains endroits, 
embelli par des lies, des pr^squ'- 
iles, des ponts chinois, des pi- 
rogues et d'autres esquifs. Ce lac 
serait alimente, soit par nn puits 
artesien, soit par des etangs dont 
on leverait la bonde de temps en 
temps, soit par des sources dont 
on detournerait le cours au moyen 
de batardeaux et d'ecluses. 

" De toute maniere, je m'ar- 
rangerai pour avoir une belle 
nappe d'eau, ou je puisse patiner 
quand il gelera. Je me ferai don- 
ner les premiers priucipes de I'art 
par un Holland ais, qui me four- 
nira en outre de bons patins avec 
des lanieres ou des courroies bien 
solides. On dit que les Hollan- 
dais sont d'excellents patineurs. 
J'aurai aussi mon traineau, auquel 
sera attele un renne. 

" Je ne veux me priver d'aucun 
des plaisirs de la campagne. Je 
me vois allant k la chasse, avec 
un joli fusil a deux coups, de petit 
calibre, bien juste et bien leger. 
Les canons en sont rubanes, la 
crosse est vernie, la batterie etin- 
celante et la detente tres-douce. 



*' Dans les poches de ma veste 



certain places, embellished with 
islands, peninsulas, Chinese brid- 
ges, pirogues, and other skiffs. 
This lake would be supplied, 
either by an artesian- well, or by 
some ponds the sluices of which 
would be opened now and then, 
or by some springs diverted from 
their course by means of coffer- 
dams and locks. 

'■' One way or another, I shall 
manage to have a fine sheet of 
water, to skate upon when it 
freezes. I shall be taught the 
first principles of the art by a 
Dutchman, who will supply me 
besides with good skates with 
sohd thongs or straps. It is said 
that the Dutch are excellent 
skaters. I shall also have my 
sledge, drawn by a reindeer. 

" I don't mean to deprive my- 
self of any of the sports of the 
field. Behold me when I am 
going a shooting, with a handsome 
double-barrelled fowhng-piece, of 
a small* calibre, very accurate and 
very light. The barrels are 
twisted. The stock is varnished, 
the lock bright, and the trigger 
very soft. 

" In the pockets of my shoot- 



tin petit lac gtjeable. An adjective which follows two or more substantives, connectefl 
by ou, agrees Avith the last only. — Gueahle, fr. gice, ford. — Presqu'Ue is fenru — A rtesien, 
fr. Artoi^, the province where this mode of boring for water Avas first practised. — De- 
tourner, to turn away, fr. tour, turn. — Batardeaux, pi. of hatardeau (232). 

S'arrunger, to manage, to make arrangements, fr. arranger, to arrange, ranger, to 
range, E. rang, rank, row. — Principe is masc. by exc. (15). — ffollandais, fr. Ilollande, 
Holland. The h is aspirate in the radical and derivative. — Tra'ineau, fr. trainer, to 
drag. — Atteler, to yoke, to piit to (a carriage) — Renne is masc. by exc. (15). 

Calibre is masc. by exc. {16).— Mi7icelant, fr. etincelle, &t^&x]s..— Detente, fr. tendre, 
to stretch. 



FIFTY-FIFTH LESSON. 



555 



de chasse, j'ai ma j)oire k pondre 
bien pleine, mon petit plomb et 
ime boite de capsules. Je porte 
ma carnassiere en bandouliere et 
je suis accompagne de mes cliiens 
d'arret. Je passe ainsi ma jour- 
nee et je rentre le soir, apres 
avoir fait un massacre de perdrix, 
de cailles, d'alouettes et de be- 
casses. 

" Ou bien encore, je prendrai 
avec moi une laisse de levriers, 
que je lancerai a la poursuite du 
lievre et du lapin. Ou, suivi de 
quelques piqueurs, j'irai courre le 
cerf et voir donner la curee. 
Mais je m'abstiendrai de pour- 
suivre le sanglier, le marcassin, et 
en general toutes les betes fa- 
rouches et velues, qui rugissent, 
qui liurlent, et assouvissent quel- 
qiiefois leur fureur sur le chasseur 
malencontreux. Je trouve que 
c'est un passe-temps bien scabreux 
que d'aller cliercher les aniraaux 
feroces j usque dans leur repair e 
ou leur taniere." 

55. "Faisanttr^veauxplaisirs 
bruyants de la chasse, dont on 
revient haletant et moulu de fa- 



ing-jacket, I have my powder- 
flask well filled, my shot, and a 
box of caps. I carry my game- 
bag slung over my shoulder, and 
I am accompanied by my point- 
ers. I spend the day thus, and 
return home in the evening, after 
making a slaughter of partridges, 
quails, larks, and woodcocks. 

" Or again, I shall take a leash 
of greyhounds, that I shall start 
in pursuit of the hare and the 
rabbit. Or, followed by a few 
huntsmen, I shall hunt the stag 
and see the quarry given to the 
hounds. But I shall abstain from 
pursuing the wild-boar, old or 
young, and in general all the 
shaggy Avild beasts, that roar, and 
howl, and sometimes glut their 
rage on the luckless hunter. I 
think it a very precarious pastime 
to go and seek fierce animals in 
their very lairs or their dens." 



55. " Leaving the noisy pleas- 
ures of the chase, from which one 
returns panting and tired to 



Carnassiere, fr. chair, flesh. — Arrit, fr. arr^ter, to stop. — diassacre is niasc. by exc. 
{\b).— Perdrix is fem. by exc. (lo). 

Levrier, fr. Umre, hare. — Poursuite, fr. poiirauivre, E. suivre, to follow. — Lievre is 
rnasc. by exc. (15). — Courre is conjugatcfl like courir. It is used only in the languago 
of hunters— 1/« 7)h'ahstit>ndrai, form of the v. irr. s'ahstenir, fr. tenir. See Index. 
Tliis verb is always pronominal (364). — Sanglier, wild-boar. — 3Iarcassin, young wild- 
Ijoar. — Hurler. The A is aspirate. — 3falencontreux, fr. mal and evcotitre, or rencon- 
ti'p, rencounter. — PaKse-temps. This compound subst. is invariable. 690. J*" troure 
que c'eft im passe-te-mps Men scabreux que. In inversive j)hras(!S in whicli cv, tbo v. 
titre, and the regimen, precede the subject, que is employed as a connective. — Ilfjiaire 
is masc. (253) 

Faisant tr&ve, lit. making trwe.—Brui/avf, adj., fr. bruit, uol^c.—Ifalefer. The h 
is aspirate.— J/ojtZw, lit. ground, i>a. part, of tlic v. irr. moicdre, to grind. Sec Index.— 



556 



FIFTY-FIFTH LESSON. 



tigue, j'irai pins freqiiemraent ten- 
dre le tramail on disposer la nasse 
dans un vaste vivier entoure 
d'annes et borde de roseaux. 
J'y prendrai k coup stir des truites, 
des saumons et quantite d'autres 
poissons que j'y aurai fait placer 
d'avance; mais je me garderai 
d'y laisser mettre des brocliets ; 
car ces voraces requins d'eau 
douce sont les fleaux de tout ce 
qui porte des nageoires. 



" II sera bon que je r^.gle I'em- 
ploi de mon temps. Je me 1^- 
verai a neuf lieures et demie du 
matin, c'est-^-dire une demi-heure 
apr^s le moment oil j'ai I'habitude 
de m'eveiller. J'ai toujours eu 
horreur des reveille-matin, dont 
I'affreux carillon vous arrache en 
sursaut aux douceurs du sommeil. 
Je m'habillerai k loisir, et vers 
onze heures moins un quart, je 
dejeunerai avec un homard, ou 
des ecrevisses, des crevettes, des 
oeufs'frais, des rognons sautes, si 
j'ai grand'faim. Mais si je n'ai 
pas beaucoup d'appetit, je me 
contenterai d'une tasse de the ou 
de chocolat. Je ferai mon second 
dejeuner a une heure, et je dinerai 



death, I shall more frequently go 
and spread the drag-net or dis- 
pose the bow-net in a vast nurse- 
pond surrounded with alders and 
bordered with reeds. There I 
shall be sure to catch trout, 
salmon, and a great deal of other 
fish that I shall have ordered to 
be placed there beforehand ; but 
I shall certainly not permit any 
pike to be put among them ; for 
those greedy fresh-water sharks 
are the scourges of the finny 
tribe. 

" It Avill be proper for me to 
regulate the employment of my 
time. I shall rise at half-past 
nine o'clock in the morning, that 
is half an hour after the time 
when I usually awake. I have 
always detested alarm-clocks, the 
dreadful din of which snatches 
you with a start from the enjoy- 
ment of sleep. I shall dress my- 
self leisurely, and, at about a 
quarter to eleven, I shall breakfast 
on a lobster, or craw-fishes, 
shrimps, new-laid eggs, stewed 
kidneys, if I am very hungry. 
But if my appetite is moderate, I 
shall content myself with a cup 
of tea or chocolate. I shall lunch 
at one o'clock and dine at five. 



Frequemment, adv., fr. frequent (2Q0).— Anne, formerly spelled aulne, alder, is masc. 
(301) ; but aujie, ell, is fem.—Jioseaux, pi. of roseau (232).— Fleaux, pi. ot fleau (232). 
— Nageoire, fin, fr. nager, to swim. 

Neu,/ heures et demie, Une demi-heure. 691. The adjectives rfe???-*, and «?«■, naked, 
are invariable when placed before the subst. When they follow it they agree with it. 
Ex. 'Sv-piedfi, pieds-tavs, ha.refooted.—HeveiUe-mntin. This compound subst. is in- 
variable. — Douceur, fr. doux, douce, sweet, is fem. (95). — Ilahiller, fr. habit, dress. 
The 7i is mute. — Onze heures moins un quart (657). — Homard. The h is aspirate. — 
— CEufs. The /is pronounced in the sing, and quiescent in the pi. — Grand'/aim, lit. 
great hunger (295). 



FIFTY-SIXTH LESSON. 



567 



k cinq. A dix heures, je souperai 
de beignets on de crepes bien 
chandes ; car la friture iigee est 
indigeste ; et puis j'irai me cou- 
cher a onze heures. 

" Ce mode de distribution du 
temps vaut mieux, a mon avis, 
que celui qui consiste a faire du 
jour la nuit et de la nuit le jour. 
Cependant, je ne me bannirai pas 
a tout jamais de la societe. Je 
ne resterai pas constamment en- 
foui dans mes terres comme en 
exil. II me sierait mal de bonder 
le monde. J'irai done quelquefois 
en soiree ou au bal, pourvu que 
ce ne soit pas en aoiat, car je 
n'aimerais guere a danser pendant 
la canicule, comme c'est, dit-on, 
la mode a Londres. 

" II me semble que je ne figu- 
rerai pas trop mal dans un qua- 
drille, surtont avec un bean cos- 
tume de fantaisie, comme par 
exemple une toge avec une fraise 
bien empesee et des bottes k 
I'ecny^re. Que de jolis demons, 
que de ravissants Intins en domi- 
no, viendront m'intrigner avec la 
verve spirituelle et pleine d'aban- 
don que donne le masque aux 
personnes les plus reservees ! " 

56. " II faudra aussi que j'aie 
une stalle k I'Opera et une aux 



At ten o'clock, I shall sup on frit- 
ters, or pancakes, very -warm, for 
coagulated grease is indigestible ; 
and then I shall go to bed at 
eleven. 

" This mode of dividing time is 
better, in my opinion, than that 
which consists in turning day into 
night, and night into day. How- 
ever, I will not banish myself for- 
ever from society. I wiU not 
remain perpetually buried in my 
estates as in exile. It would iU 
become me to take the world in 
grudge. I shall therefore go to 
an evening party or a ball some- 
times, provided it be not in 
August, for I should not like to 
dance in the dog-days, as people 
say it is the fashion in London. 

" Methinks I shall cut a pretty 
figure enough in a quadrille, es- 
pecially in a fine fancy-dress, as, 
for instance, a toga with a stiff- 
starched ruff and Hessian boots. 
How many pretty tormentors, 
how many bewitching elves in 
dominoes, will try to tease me 
with the witty, unconstrained ani- 
mation which a mask imparts to 
the most reserved persons ! " 



56. " I must also have a stall 
at the Opera and one at the Italian 



Cripe, pancake, is fern. (15) ; but crSpe, crape, is masc. by exc— Friture, trying, thing 
fried, butter, oil, or grease for frying, fr. frire, to try.— Indigeste, fr. digerer, to dig;est. 

Distribution is fein. {^^).—Enfuuir, fr. fouir, to dig the e&rth.—Sieniit, form of Iho 
V. irr. Sfloir. See lm\e,x.— Bonder, lit. to pout, to be &\i\\iy.— Soiree, fr. soir, evening 
(ZiQ).—AnH. The a is mute. 

QuiidriUe is iiiasc. by exc. (15).—Empeser, fr. empois, staTch.—Spirituelle, fem. of 
spirit net (1S4), fr. esprit, wit (600, § 3). 

Opera, formerly invariable, now takes the regular form of the plural (692).— 



558 



FIFTY-SIXTH LESSON. 



Italiens. Je tiens k etre cite 
parmi les dilettanti. De plus, 
j'aiirai une loge a Tannee, soit au 
Theatre-FranQais, soit au Cirque 
ou au Vaudeville. Comme on 
doit se carrer a I'avant-scene des 
premieres ou au balcon, surtout 
quand on n'a jamais ete qu'au 
parterre ! 

" Au reste, je ne crois pas que 
j'aille tr^s-souvent au spectacle, si 
ce n'est aux jours de premieres 
representations, pour entendre 
siffler, crier, demander bis, et pour 
m'amuser des efforts de la cabale. 
Le socque et le cotliurne ont peu 
d'attraits pour moi. Un inter- 
mede ou un ballet me plait assez, 
quand il est court; mais un lu- 
gubre drame, un tissu de forfaits, 
avec prologue et epilogue, ne 
manque jamais de m'endormir. 

" Je m'amuserai da vantage en 
restant chez moi le soir, a jouer 
avec mes connaissances k diffe- 
rents jeux, tels que les cartes, les 



theatre. I am anxious to be cited 
among the dilettanti. Besides, I 
shall have my box all the 3^ear 
round, either at the French thea- 
tre, or at the Circus or the Vaude- 
ville. How dashing one must 
look in the stage-box on the first 
tier, or in the dress-circle, es- 
pecially when one never was but 
in the pit before ! 

"However, I don't think I 
shall very often go to the play, 
except on nights of first perform- 
ances, to hear people hiss, shout, 
cry encore, and to be amused 
with the struggles of a cabal. 
The sock and buskin have but 
few allurements for me. I like 
an interlude or a ballet well 
enough, when it is short ; but a 
mournful drama, a complication 
of crimes, with a prologue and an 
epilogue, never fails to send me 
to sleep. 

"I shall find greater amuse- 
ment in remaining at home of an 
evening, and playing with my 
acquaintances at various games. 



Dilettanti Is the Italian plural of dilettante, connoisseur or admirer of the fine arts. This 
word, being considered as foreign, is not yet submitted to the general rule. 692. Sub- 
stantives, borrowed from foreign languages, generally begin by being invariable; but 
when, by gradual assimilation, they are in common use, tfiey follow the general rule. 
— Cirque is raasc. by exc. (15).— Vaudeville is masc. by exc. (15) ; II not liquid.— ^■»a?2it- 
seene. Some lexicographers make this compound subst. invariable, others write avant- 
seenes. The Academie gives no example of the plural. — Balcon, lit. balcony. — Par- 
terre is masc. by exc. (15). 

J'aille, form of the v. irr. alter. See Index.— Spectacle is masc. (587).— Bepresenta- 
iion is fern. (99). — Bis. The final ^<t is pronoiinced in this word, when it signifies twice 
or encore ; it is mute in bis, signifying brown. — Socqice is masc. by exc. (15). — Cothurne 
is masc. by exc. (15), — Intermede is masc. by exc. (15). — Ballet, diminutive of hal, ball. 
693. Tin intermede ou un ballet me plait assez. When two subject subst. are joined 
by ou, the verb agrees with the last only. This rule is sometimes violated, even by 
good writers. — Drame is masc. by exc. (15). — Prologue is masc. by exc. (15). — Epilogue 
is masc. by exc. (15). 



FIFTY-SIXTH LESSON. 



559 



des, les dominos, les echecs et les 
dames. 

" Je n'ai jamais joue qu'au nam 
jaune, ou. les cartes importantes 
sont : le sept de carreau, le roi 
de coeiir, la dame de pique et le 
valet de trefle ; mais qu'est-ce que 
Qa fait? Les jeux s'apprennent 
bien vite. Ah! je sais aussi le 
nom des pieces d'un echiquier; 
il y a le roi, la dame, les tours, les 
fous, les cavaliers et les pions. 
C'est deja quelque chose. 



" Le dimanche et les jours feries 
que la religion consacre au repos, 
j'inviterai tous les membres de ma 
faraille. 

" II est probable que je pas- 
serai la saison des brouillards k la 
vilie, et que j'habiterai la cam- 
pagne depuis le printemps jusqu'a 
I'automne. De temps k autre, 
j'irtii faire une excursion en An- 
gleterre, en Allemagne, ou en 
Belgique. On voyage si vite dans 
notre si^cle, et sans aucun encom- 
bre, grace a la vapeur! J'irai 
voir aussi les montagues chenues 
de la Suisse, mais je ne les gra- 
virai pas jusqu'a la cime." 



such as cards, dice, dominoes, 
chess, and draughts. 

" I never played at any other 
game than Pope Joan, where the 
important cards are : the seven 
of diamonds, the king of hearts, 
the queen of spades, and the 
knave of clubs; but what of 
that? Games are very quickly 
learned. Oh ! but I also know 
the names of the pieces of a chess- 
board: the king, the queen, the 
castles, the bishops, the knights, 
and the pawns. That is some- 
thing. 

" On Sundays and holidays, 
which religion consecrates to rest, 
I shall invite all the members of 
my family. 

"I shall probably spend the 
foggy season in town, and reside 
in the country from spring till 
autumn. Occasionally, I shall 
take a trip to England, Germany, 
or Belgium. Journeys are so 
speedily made in the present age, 
and without any impediment, 
thanks to steam ! I shall go and 
see the hoary mountains of Swit- 
zerland also, but I shall not climb 
up to their tops." 



Echecs, in the sense of chess, is always plural, and the c in the termination is quies- 
oent But in echec, check, repulse, foil, the final c is pronounced. 

yain jaune, lit. yellow dwarf. — La daine do pique. At cards, the queen is called la 
dame ; but the French for queen is reine. — Tour, as a chessman, is fc-m. 694. C^est 
dejd quelque choae. § 1. The pron. ce, before the v. ^tre, requires this v. to be in the 
sing, unless it be followed by a third person of the pi. number. Thus we say, c'ent 
noM, e'etait vous. It is we, It was you, just as in English. § 2. Before a third person 
pi; ral, most writers employ the v. etre in the plural, thus : Ce sont eiKc, It is they. 

Jieliyiori is fern, by c.xc. (14). — Memhre is masc. by exc. (15). 

Brouillard, fog. — Aviomne is of both genders; but many writers make It masc. 
The m is quiescent— /Siec^e is masc. {5S7).—Encombre is masc. by exc. (15). 



560 



FIFTY-SEVENTH LESSON. 



57. " De cette maniere, je pas- 
serai des jours sereins, des jours 
dont la trame sera ourdie d'or et 
de soie, comme disait un de nos 
professeurs, et je jouirai de la vie 
de garQon pendant quelques an- 
nees, avant de songer an lien con- 
jugal, D'ailleurs il est imprudent 
de se marier de bonne heure, de- 
puis que le divorce est aboli. 

" Lorsque enfin je serai las du 
celibat, je briguerai I'alliance de 
quelque noble famille, comme 
celle des I>^oircastels, par exemple, 
ces antiques soutiens du trone et 
de I'autel : c'est une famille dont 
la genealogie remonte a Tepoque 
de la fondation du royaume. 

" La jeune personne que je de- 
manderai en mariage sera natu- 
rellement le type de la gr^ce et 
de la beaute. Elle et moi nous 
ferons un couple bien assorti. 
Voici comme je me la repre- 
sente : 



57. "In this manner, I shall 
pass days woven with gold and 
silk, as one of our teachers used 
to say, and I shall enjoy a bache- 
lor's life for some years, before I 
think of the matrimonial bond. 
Besides, it is imprudent to marry 
early, since divorce has been 
abohshed. 

" When at last I am tired of the 
single state, I shall court an alli- 
ance in some noble family, such 
as that of the Noircastels for in- 
stance, those ancient supporters 
of the throne and altar : they are 
a family whose genealogy is traced 
up to the epoch of the foundation 
of the kingdom. 

" The young lady whom I shall 
ask in marriage will of course be 
the type of grace and beauty. 
She and I shall be a well-matched 
couple. I fancy I see her. 



Trame, weft, woof. — Ourdir, to warp. — Lien, fr. Iter, to bind, to tie. — Divorce is 
masc. by exc. (15). 

Las. The fern, is lasse by exc. (2). 695. Comme celle des JSfoircastels. § 1. Most 
grammarians are of opinion that proper names should always be invariable, unle-ss em- 
ployed as common substantives: they would accordingly write, Les JVoircastel ; the 
judicious Lemare, however, shows by numerous examples that the best writers give 
the plural form to proper names belonging to several individuals. § 2. A proper name 
is invariable when it designates a single person and is nevertheless preceded by left or 
another definitive in the plural, in such idiomatic phrases as the following: "Les Cor- 
nellle etx.yA Racine ont illustre la scene frangaise, CorneiWe and Eacine have illus- 
trated the French stage."— T'rone is masc. by esc. (15). 696, C'est une famille. The 
pron. ce is often employed for he, she, or the]/, as the subject of a proposition, the predi- 
cate of which is a subst. or a pron. {694).—JioT/aume is masc. by exc. (15). 

Ti/pe is masc. by exc. (15) as well as its derivatives, protott/pe, daguerreotype, etc. 
697. Ell^-- et moi, nous ferons. § 1. When a verb refers to several subjects of (litferent 
persons, the subjects are summed up by the pron. nous or vous. with which the verb 
agrees. § 2. ITous is employed if one of the subjects is of the first person ; otherwise 
vous is the proper pronoun. — Coupleis masc. by exc. (15) when it signifies two animated 
beings acting in concert, or two persons or animals of diflferont sexes; but wiicn couple 
signifies only two things of the same kind, it is fein. 



FIFTY-SEVENTH LESSON. 



561 



" Elle est de moyenue stature. 
Sa taille est svelte et cambree. 
Elle a (les yeux noirs, un nez 
grec, des levres vermeilles, des 
dents comme deux rangees de 
perles et une petite fossette au 
milieu du menton. Ses joues 
sont animees du plus doux incar- 
nat, et les belles boucles de ses 
cheveux chatain clair flottent sur 
ses epaules. Elle a une petite 
main, des doigts effiles et des 
ongles roses. Son pied eiit fait 
honte k Cendrillon. 

" Les perfections de son ^me 
ne le cedent en rien k celles de sa 
personne. Ses connaissances la 
font admirer comme un prodige. 
Elle chante et danse k ravir. 
Elle sait dessiner, peindre et bro- 
der; elle parle anglais, italien, 
espagnol et allemand. Elle est 
versee dans I'histoire et la geo- 
graphie. Elle sait coudre et 
tricoter et se sert de la quenouille, 
du fuseau et du rouet aussi bien 
qu'une fermiere. Loin d'avoir 
I'orgueil de certaines personnes de 
sa caste, elle rend de frequentes 
visites aux pauvres, dont elle al- 
lege les souffrancea et dont elle 
est adoree. Son panegyrique est 
dans toutes les bouches. Enfin 



" She is middle-sized. Iler 
shape is slender and flexible. She 
has black eyes, a Grecian nose, 
ruddy lips, teeth like two rows 
of pearls, and a small dimple in 
the middle of her chin. Her 
cheeks glow with the softest 
blush, and the beautiful locks of 
her light nut-brown hair flow on 
her shoulders. She has a small 
hand, slender fingers, and rosy 
nails. Her foot would have 
shamed Cinderella. 

" The perfections of her mind 
are nowise inferior to those of her 
person. Her knowledge makes 
her admu'ed as a prodigy. She 
sings and dances delightfully. 
She can draw, paint, and em- 
broider ; she speaks English, Ital- 
ian, Spanish, and German. She 
is versed in history and geog- 
raphy. She can sew and knit, 
and she employs the distaff", the 
spindle, and spinning-wheel as 
well as a farmer's wife. Far 
from having the haughtiness of 
certain persons of her caste, she 
pays frequent visits to the poor, 
whose sufferings she alleviates, 
and by whom she is adored. 
Everybody sings her praises. In 



Moyenne, fem. of moyen (184), mean, middle, middling.— /S^eZfe. The « is pronounced 
like z. — Fossette, diminutive of fosse, pit, hole (345). — Incarnat, carnation color, fr. 
chair, f^Q&h.—Boxicle is fem. (537, § 2). 698. Ses cheveux chdtain clair. § 1. When 
two adjectives form a compound in which the second qualifies the first, they are both 
invariable. § 2. But if the first is used adverbially and qualifies the second, the first 
adj. is invariable, and the second agrees with the subst. Ex. Ses clieveux clair-semea, 
his thinly-scattered ha.\T.—Effile, h.Jil, i\\T&&(\— Honte. The h is aspirate. 

Perfection is fem. {^^).—Arne, lit. soul.— aSc* connaissances la font admirer (548, 
&21).— Prodige is masc. by exc. {\b).—Dess^iner, v., fr. desxin, drawing {S03).— Coudre, 
V. irr. See Index.— Rouet, fr. roue, vrheel.— Fermiere, fem. of fermier (620).— Pane- 
gyrique is masc. by exc. (15).— 

24* 



562 



FIFTY-EIGHTH LESSON. 



c'est le module des vertus." 



5§. " Pour amadoiier le due 
son pere, et pour qii'il ne croie 
pas dechoir en donnant sa fille a 
iin parvenu, je lui ecrirai que je 
ne deniande pas de dot. Une 
otfre aussi desinteressee est une 
chose trop rare pour n'etre pas 
acceptee sur-le-cLamp. Aussi mon 
gentilhomme, tout fier qu'il est de 
ses titres et de son rang, ajournera 
toute autre affaire pour conclure 
ce pacte, et me donnera un ren- 
dez-vous. II me recevra de la 
maniere la plus afiable, avec tout 
le protocole des compliments d'u- 
sage. Ma harangue sera courte, 
car je ne suis pas fort disert ; je 
n'ai pas la faconde d'un avocat, 
et je finis par bredouiller quand 
je perore trop longtemps. 



" Apres avoir entame I'affaire 
par un petit preambule, je lui 
proposerai de regler les clauses 
du contrat, qui seront tellement 
avantageuses pour sa fille, qu'il 
n'elevera aucune objection et 



a word, she is the model of vir- 
tues." 

58. " In order to coax over 
the duke her father, and to pre- 
vent him from considering it a 
disparagement to give his daugli- 
ter to an upstart, I shall write to 
him that I do not ask for a por- 
tion. Such a disinterested offer 
is too rare a thing not to be ac- 
cepted directly. So my noble- 
man, proud as he is of his titles 
and rank, will postpone every 
other business to conclude this 
compact, and will make me an 
appointment. He will receive me 
with the greatest affability, and 
with the usual pack of comph- 
ments. My harangue wiU be 
short, for I am not very voluble ; 
I have not the loquacity of a bar- 
rister, and I always finish by 
stuttering, when I speechify too 
much. 

"After breaking the ice with 
a short preamble, I shall propose 
to him to settle the clauses of the 
contract, which will be so ad- 
vantageous to his daughter that 
he will make no objection, and 



Vertu is fern, by exc. (14). 

Amadouer, to coax, to wheedle, is familiar. — Croie, form of the v. irr. croire. See 
Index. — Dechoir, fr. choir, to fall, v. irr. See Index. — Parvenu, verbal subst, fr. par- 
i;enir, to attain, to reach. — DesinUresse, fr. inte ret, interest. — Gentilhomme. The /i is 
mute and the I takes the sound oiy, as if the latter part of the word were spelled yom. 
The plural is gentilshommes, in which the lis quiescent and the first s pronounced iike 
z, as if the word were spelled (in French) jantizomm. — Fier. The final r is pro- 
nounced.— TV^re is masc. {Z41).—Ajournet% v., fr. jour, day.— Pacte is masc. by esc. 
(15). — Rendez-vous. This compound word is masc. and invariable in the pi. 699. Com- 
pound words are masculine when the fijrst component part is a verb. — Affable. The 
second a ha.s the long grave sound. — Protocole is masc. by exc (15). — Harangue. The 
h is aspirate.— .B/'C(?c/wiWer is familiar. 

Mniamer, to cut open, to make an incision.— Pream5t*Ze is masc. by exc. (15).— 
Azantageuse, fern, of avantageux (;i'^).—Oljection is fern. (99).— 



FIFTY-EIGHTII LESSON. 



663 



qu'il sera enchante de son tete-a- 
tete avec son fiitur gendre. 

"II pent se faire que d'abord 
ma belle fiancee n'ait point d'a- 
mour pour moi, mais elle est si 
soumise a la volonte de son p6re 
que mon triomphe est assure. 

" A la nouvelle de ce brillant 
hyinenee, mes amis viendront me 
feliciter. 

" Dans I'intervalle qui prece- 
dera le jour des nocos, je m'occu- 
perai de la corbeille de la mariee. 
Je ferai venir une couturiere et 
une modiste et je commanderai 
une quantite de robes k falbalas, 
d'echarpes, de corsages, de guim- 
pes, de pelerines, de manchons 
de martre et de mouchoirs, suffi- 
sante pour parer une armee de 
dames. 

" J'achdterai aussi des man- 
chettes et des coUerettes du plus 
beau tulle, plusieurs chales bien 
moelleux, des boucles d'oreilles et 
un magnifique voile de dentelle. 
Pour ce qui est du trousseau, 
comme linge, cliaussure, etc., cela 



will be delighted with this tete-a- 
tete with his futute son-in-law. 

" It may happen that my fair 
betrothed will feel no love for 
me at first, but she is so submis- 
sive to the will of her father that 
my triumph is certain. 

" On hearing the news of this 
brilliant marriage, my friends will 
come and congratulate me. 

"In the interval that will pre- 
cede the Avedding-day, I shall be 
occupied with the wedding pres- 
ent to my bride. I shall send for 
a dressmaker and a milliner, and 
bespeak a number of gowns with 
furbelows, scarfs, bodices, habit- 
shirts, tippets, sable muffs, and 
handkerchiefs, suflScient to deck 
an army of ladies. 

" I shall also buy some ruffles 
and collars of the finest lace, sev- 
eral shawls of the softest tissue, 
ear-rings, and a magnificent lace- 
veil. As for the rest of the 
bride's wardrobe, such as linen, 
shoes, etc., it wiU be no concern 



Tete-cl-Ute. This compound subst. is invariable. 

Fiance, km. fiancee, person betrothed, fr. foi, faith. — Amotir is raasc. in tho sing.; 
but in the pi, when it signifies the passion of one sox for tho other, it is often fem. — 
Soumis, verbal adj., fr. soumettre, to submit, K. mettre. — Volonte is fem. (241). — 
Triomphe is niasc. by exc. (15) in its usual acceptation ; but, as the name of a game at 
cards, it is fem. 

Jlymenee is masc. by exc. (1.5). The h is mute. 

Jntervalle is masc. by e.vc. (\h).— Corbeille, lit. basket.— J/ar /eg, verb.il subst, fr. 
marier, to marry. — Coutouridre, lit. sempstress, fr. couture, sewing, scam. It. coudret 
to sew.— J/o(ii«fe, fr. mode, i^\\\ox\.—Cormgp, fr. corpn, body, is masc. (216).— Peler in e, 
fr. pelerin, pilgrim. — Martre is fem. (-342). — Mouchoir, fr. moucher, to blow the nose. 

Manchette, diminutive of manche, sleove (315). — Collereiio, fr. col, neck, collar. — 
Tulle is masc. by exc. (15). — Ch&le is masc. by exc. (15).— Voile, veil, is masc. by exc. 
(15); but i^cn'Ze, sail, is fem. 700- Linge, chausHure, otc. cela ne me rbgakokka jpa». 
When several subject subst. are summed up in one word, as, tout, i-ien, personnel 
chacun, cela, etc., the verb agrees with this last subject on\y.— Linge is ma.sc. by exc 



564 



FIFTY -NINTH LESSON. 



ne me regardera pas ; ce sera 
I'affaire de ma belle-mere." 

59. " Apres Tenvoi de mes pre- 
sents, j'irai faire ime visite a raa 
future, en carrosse a qnatre che- 
vaiix, et avec un cortege nom- 
breux. 

" Enfin, je vols arriver le jour 
qui doit mettre le comble k mon 
bonheiir. Je vais rejoindre la 
famille assemblee cliez le due, et 
nous partons pour la municipaiite. 
Le maire nous imit ; puis nous 
allons k I'eglise ou nous recevons 
la benediction nuptiale, et me 
voila riieurenx epoux de la char- 
mante Anna. 

" Comme il est de mauvais ton 
de manifester ses impressions, je 
m'efforcerai de caclier mes trans- 
ports sous une froideur alfectee. 

" A notre retour, nous trouve- 
rons une collation toute splendide 
preparee par les ordres expres de 
mon beau-pere. Au dessert, je 
feral apporter un grand coffre 
rempli de cadeaux pour tous mes 
nouveaux parents, comme gages 
de ma sincere amitie. II y aura 
de riches tabatidres pour le grand 



of mine ; it will be my mother- 
in-law's business." 

59. " After sending my pres- 
ents, I shall pay a visit to my 
intended bride, in a carriage and 
four, and with a numerous reti- 
nue. 

" At -length I see the day ar- 
rive which is to crown my hap- 
piness. I meet the family as- 
sembled at the duke's, and we 
start for the mayoralty-house. 
The mayor unites us ; we then 
repair to the church where we 
receive the nuptial blessing, and 
I am made the happy husband of 
the charming Anna. 

"As it is ungenteel to mani- 
fest one's impressions, I shall 
strive to hide my raptures under 
affected coolness. 

" On our return home, we shall 
find quite a splendid collation pre- 
pared by the express orders of 
my father-in-law. At the des- 
sert, I shall order a large box to 
be brought in, filled with gifts for 
all my new relations, as pledges 
of my sincere friendship. There 
will be rich snuff-boxes for the 



{15).— JBelle-me re. The adj. beau, fern, belle, placed before certain names of kindred, 
corresponds to the words in-law, placed after them in English. 

Carrosse is masc. by exc. (15) ; the a has its long grave sound. — Cortege is rnasc. by 
exc. (15). 

Rejoindre, v. irr., fr. joindre. See Index. — Municipaiite is fern. (2-11). — Benediction 
is fern. (99). — Epoux, spouse, fem. epouse. 

Impression is fem. (50). — Froideur, fr.froid, cold, is fem. (95). 

Collation is fem. (99). 701. tfne collation toute splendide. When tout signifies 
all, quite, or entirely, it is an adverb, and accordingly remains invariable, except when 
it precedes an adjective of the feminine gender, beginning with a consonant or an as- 
pirate 7i, in which position it takes the gender and number of this adjective for the sake 
of euphony {(]75).— Ordre is masc. by exc. (15).— Expres. The irregular fera. is ex- 
-Coffre is masc. by exc. (15) — Gage is masc. ('215). — 



TIFI'Y-XINTH LESSON. 



565 



papa, les oncles et les cousins, 
des parures pour les tantes et les 
cousines, des cerceaux, des cordes 
a sauter, des toupies, des sabots, 
des cerfs-volants et une multitude 
d'autres joujoux pour les neveux 
et les nieces. Les domestiques 
ue seront pas oublies ; ils au- 
ront leur ample part de mes lar- 
gesses. 

" Dans Tapres-midi, il y aura 
une ascension en ballon. L'ae- 
rostat sera muni d'une soupape et 
gajni de lest. Un parachute s'en 
detachera et ramenera Taeronaute 
sain et sauf. 

"Le soir, on tirera un superbe 
feu d'artifice, avec petards, fusees, 
boltes et chandelles romaines. Et 
pour qu'un incendie ne soit pas k 
redouter, des pompiers se tien- 
dront tout prets avec une pompe 
et des seaux. 

" Quand j'aurai installe ma 
jeune epouse chez moi, je com- 
mencerai par lui inspirer une 
sorte de crainte respectueuse qui 
me donnera un grand empire sur 
elle, afin qu'elle ne m'en airae que 
mieux plus tard. A cette fin, je 
la conduirai cereraonieusement k 
son appartement, et Ik je lui ferai 



grandfather, the uncles, and male 
cousins ; sets of ornaments for the 
aunts and female cousins ; hoops, 
skipping-ropes, tops, whip-tops, 
kites, and a multitude of other 
playthings for the nephews and 
nieces. The servants will not be 
forgotten ; they will have their 
ample share of my bounty. 

" In the afternoon, tliere will 
be an ascent in a balloon. The 
aerostat will be provided vvith a 
valve and stocked with ballast. 
A parachute wiU be detached 
from it, and bring down the 
aeronaut safe and sound. 

" At night, splendid fire- works 
will be let ofl:', with crackers, 
rockets, fire-boxes, and Roman 
candles. And in order that a 
conflagration may not be dread- 
ed, some firemen will stand in 
readiness with a fire-engine and 
buckets. 

" TThen I have installed my 
young bride in my house, I shall 
begin by inspiring her with a sort 
of awe which will give me a great 
empire over her, that she may 
love me the better for it after- 
wards. To this end, I shall lead 
her ceremoniously to her apart- 
ments, and there make her a low, 



Cerceaux, pi. of eerceau {2S2).—Cerfs-tiolants, pi. of cerf-volant. In this compoand 
subst the/ in the sing, and fs in the pi. are quiescent— Jbwjowcr, pi. o( joujou (559).— 
Xeceux, pi. of 7ieveu (232). — Largesse, fr. large, wide, broad, large (442). 

Apres-7nidi is fem. according to the Academie, though several writers make it masc. 
This compound subst. is invariable. — Asce7ision is fem. (50).— Lest. The t is pronounced. 
—Parachute is m-isc. by e.^rc. (15).— Sain, sound, healthy, wholesome. 

Incendie is masc. by e.xc {15).— Pompier, fr. pompe, pump. — Seaux, pi. of aeau 
(232). 

Empire is ma'Jc. by exc. (15). — 



566 



SIXTIETH LESSON. 



un salut profond et glacial en me 
ret ir ant." 

60. " Cela occasionnera un 
grand scandale. Ses femmes a^ ien- 
dront me representer qu'elle a 
le coeur navre ; qu'elle se tord les 
mains, et qu'a la suite d'une crise 
nei'veuse elle est tombee dans 
I'abattement. EUes me supplie- 
ront avec larmes de ne pas aflfli- 
ger ainsi leur maitresse par ma 
froideur et ma durete ; mais je 
les ferai taire et je resterai in- 
flexible. 

" Le lendemain, la ducliesse 
m'amenera sa fille, pendant que 
je serai nonchalarament couche 
sur un sofa. La pauvre enfant, 
pleurant, sanglotant et poussant 
de profonds soupirs, se jettera k 
mes pieds. 

'" O ! monsieur,' me dira-t-elle, 
' qu'ai-je done fait pour que vous 
me traitiez ainsi? Dites-le-moi, 
je vous en conjure.' 

" Alors, comme energique et 
derniere epreuve, je la repousserai 
soudain sans aucune pitie." 



€0. " This will occasion great 
scandal. Her women will come 
and represent to me that she is 
broken-hearted ; that she wrings 
her hands, and that, after a ner- 
vous fit, she has fallen into a state 
of dejection. They will beseech 
me with tears not to grieve their 
mistress in that way, by my cool- 
ness and unkindness ; but I shall 
silence them and remain infi^i- 
ble. 

"• The next day, the duchess 
will bring her daughter to me, 
while I am carelessly lying on a 
sofa. The poor girl, weeping, 
sobbing, and heaving deep sighs, 
will fling herself at my feet. 

" ' ! sir,' will she say, ' what 
have I done that you should use 
me thus? Tell me, I entreat 
you.' 

" Then will T, to put her to the 
last and strongest test, spurn her 
from me without any pity." 



Glacial, fr. glace, ice. According to the Academie, this adj. has no pi. masc. How- 
ever, the astronomer Bailly has written Z>es vents glacials (469). 

Scandale is masc. by exc. (15). — Nerxeuse, fem. of nerveux (142), fr. iixerf, nerve. — 
Elle e.^t tomhee. The v. tomber almost invariably takes etre as an auxiliary, in its com- 
pound tenses. — Abattement^ fr. dbattre, to beat down, R. hatPre. — Durete, fr. dur, 
hard, is fem. (241). 

Amener, fr. mener, to \%&(!il.— Nonchalarament, fr. nonchalant (260), mentioned in 
the 9th lesson. — Enfant, in the sing, is of either gender, according to the sex of the child 
referred to (S) ; but in the pi. it is always masc. — Sangloter, fr. sanglot, sob. 

702. Diife.^-LE-MOi. When a verb in the imperative mood is followed by two object 
pronouns, the one direct and the other indirect, the direct regimen is placed before the 
indirect. For the sake of euphony, however, the pron. moi, toi, le, la, when direct 
regimens, are placed after y. Ex. Envoyes-y-moi, send me thither. But this construc- 
tion is forced, and it is better to avoid it. 

703. Soudain. sudden, for soudainement, suddenly. Adjectives are sometimes cm- 
ployed as fidvcrbs ; in this case they are invariable. — Pitie is fem. i)y exc. (14). 



SIXTIETH LESSON. 



567 



Alexis etait si compl^tement 
absorbe dans ce songe qu'il fai- 
sait tout eveille, que, saisi d'un 
vertige irresistible, il ne put 
s'empecher d'executer avec son 
pied Facte brutal qu'il avait dans 
la pensee ; de sorte qu'il re- 
poussa brusquement son panier 
de fragile marchandise, base de 
tontes ses grandeurs imaginaires, 
et que ses verres allerent tomber 
dans la rue, oii ils se briserent 
en mille morceaux. 

" Hola ! " s'ecria le coiffeur, qui 
accourut en riant k gorge de- 
ploy ee. " II parait qu'il y a du 
grabuge et de la brouille dans le 
menage. Yoila bien du tinta- 
marre. A qui cette vaisseUe 
cassee? — Au marquis Delatour! 
Ah ! quel esclandre, et quel de- 
boire ! Oh ! I'arrogant imbecile ! 
le niais ! la buse ! qui ne connait 
pas de meilleur moyen de se faire 
aimer de sa femme que de la re- 
cevoir k coups de pied ! Une 
petite femme jolie comme un ange 
et douce comme un mouton ! Fi 
done ! Ah ! vous n'aimez pas 
les pourquoi, et les comment, 
vous haissez les bavards, dites- 
vous ? Eh bien, moi, je hais les 
sots bouffis de vanite. Vous 
n'avez que ce que vous meritez. 



Alexis was so completely swal- 
lowed up in this waking dream, 
that, seized with an irresistible 
vertigo, he could not forbear per- 
forming with his foot the brutal 
act which he had in his thoughts ; 
so that he abruptly kicked his 
basket of brittle ware, the basis 
of all his imaginary grandeur, and 
his glasses fell down into the 
street, where they were broken 
into a thousand pieces. 

" Halloa ! " cried the hair-dres- 
ser, running in and laughing im- 
moderately. " It seems that there 
is a jarring and wrangling be- 
tween the husband and wife. 
Here is a pother ! Whose broken 
crockery is this ? — Marquis Dela- 
tour's — Oh ! what a subject for 
scandal, and what a mortifica- 
tion ! Oh ! the supercilious block- 
head ! the dunce ! the idiot ! who 
knows no better way of gaining 
the love of his wife than receiving 
her with kicks! Such a little 
wife, as pretty as an angel and as 
mild as a lamb ! Fie upon you ! 
Ah ! you do not like the whys 
and hows ; and you hate gossips, 
you say? Well, / hate fools 
puffed up with vanity. You are 
riglitly served, my fine fellow, 



Songe is masc. by exc. (15). — Vertige is masc. by exc. (15).— Acte is masc. by exc. 
{\5).— Grandeur, fr. grand, is fem, (95). 

Deployer, lit. to unfold, to display.-- G^/'a&wfire is masc. by exc. (15). It is familiar. — 
Tintamarre is masc. by exc. (15). — Esclandre is masc. by exc. (15). — Deboire is masc, 
by exc. {\5).—Ange is masc. even when applied as an epithet to a woman. 704. Lea 
POUKQUOI, et lea comment. Uninflected parts of speech, when accidentally used as sub- 
stantives, remain invariable. — Vanite i.s fem. (241). 705. Vous n'avez que ce que vous 
meritez, mon chek. § 1. When the pron. nous stand:^ for ye or moi, the adjective, sub. 



56S 



SIXTIETH LESSOX. 



mon cber, et voiis apprenez k vos 
depens k qnoi mene la manie de 
faire des chateaux en Espagne." 



and you now see to your cost the 
folly of building castles in the 
air." 



stantive, or participle corresponding to it, must be employed in the singular number. 
§ 2. This observation applies also to vous used for iu or toi. 



SYNOPTICAL TABLES. 



Recapitulation of the Relative Pronouns, the study of which was 
completed ivith the 2Sd Lesson. See page 306. 

Qui, who, whom, which, that, what. 

Que, whom, which, that, what. 

Quoi, what, which. 

DoNT, whose, of whom, from whom, of which, from which. 

Lequel, laquelle, lesquels, lesquelles, who, whom, which, that. 

Ou, in which, to which, at which. 

D'ou, PAR ou, from which, through which. 



Recapitulation of the Possessive Adjectives^ the study of which was 
completed with the 26th Lesson. See page 338. 

Mox, my — ^Ia, my — Mes, my. 

Tox, thy— Ta, thy— Tes, thy. 

Sox, his, her, its, one's — Sa, his, her, its, one's — Ses, his, her, its, one's. 

Notee, our — Nos, our. 

VoTRE, your — Vos, your. 

Letjr, their — Leurs, their. 



570 



SYNOPTICAL TABLES. 



Recapitulation of the Personal Pronouns^ the study of which was 
completed ivith the 21 th Lesson. See p>age 350. 

Je, I — Me, me, to me, myself, to mj^self — Mot, me, to me, I. 

Tu, thou — Te, thee, to thee, thyself, to thyself — Toi, thee, to tliee, 
thou. 

Il, he, it — Le, him, it — Lui, him, to him, he. 

Elle, she, her, it — La, her, it — Lur, to her. 

Soi, one's self; himself, herself, itself — Se, himself, herself, itself, one's 
self; to himself, to herself, to itself, to one's self; themselves, to them- 
selves. 

Nous, we, us, ourself, ourselves, to us, to ourselves. 

Yous, you, j^ourself, yourselves, to you, to youi'selves. 

Ils, they — Elles, they, them — Les, them — Eux, them, they — Leur, 
to them. 

En, of him, of her, of it, of them ; liis, her, its, their. 

y, to him, to her, to it, to them. 



JRecajntulation of the Indefinite Pronominal Adjectives^ the study 
of ivhich was completed with the 34th Lesson. See page 431. 



Aucux, any — no, none, not one. 

Chaque, each, every. 

Meme, same, self. 

ISTuL, no, not any, none, nobody. 

Plusieurs, several, some. 

Quel, what, which. 



QuELCONQUE, whatever. 
QuELQUE, some, any, a few, what- 
ever. 
Tel, such. 
Tout, all, whole, every, each, any. 



Recapitulation of the Demonstrative Pronouns^ the study of which 
was completed with the Sith Lesson. See page 432. 



Ce, it — this, that, those- 

they.^ 
Ceci, this. 
Cela, that. 



-he, she, 



Celui, this, that — he, him. 
Celle, this, that — she, her. 
Ceux, these, those — they. 
Celles, these, those — they. 



STXOPTICAL TABLES. 



571 



Recapitulation of the Possessive Pronouns, the study of which 
was completed tvith the dSth Lesson. See page 480. 

Le miex, la miexxe, les miexs, les miexnes, Mine. 

Le TIEN, LA TIENNE, LES TIEXS, LES TIENNES, Thine. 

Le siex, la sienxe, les siexs, les siexxes, His^ hers, its, one's. 
Le NOTRE, la xotre, les xotres. Ours. 
Le votre, la votre, les votres, Yotcrs. 
Le leur, la leue, les leurs, Theirs. 



Pecapitulation of the Indefinite Pronouns, the study of which 
was completed with the 40^A Lesson. See page 504. 



Alttie, other. 

Autrui, another, others. 

Chacun, each, every one, everybody. 

L'ux, the one. 

L'UN ET l' AUTRE, hoth. 

L'ux ou l'autre, either. 



Ox, one, people, they. 

Persoxxe, no one, nobody, any one, 

anybody. 
Qtjelqu'ux, some one, somebody, any 

one, anybody. 
QuicoxQUE, whoever. 



572 



SYNOPTICAL TABLES. 



Recapitulation of the two auxiliaries, and models of the three 
regular forms of conjugation.^ 



1st Auxiliary. 


2(1 Auxiliary. | 


Verbs in er. 1 


Verbs in Ir. 1 


Verbs in re. 






INFINITIVE MOOD. 




Avoir. I 


£tre. 1 


Parlcr. | Finir. I 

PRESENT PARTICIPLE. 


Vendue. 


Ayant. | 


fltant. 1 


¥&x\ant. 1 YmUsant. [ 

PAST PARTICIPLE. 


Vendani. 


En. 1 


£t6. 1 


Parle. | Fim'. 
INDICATIVE MOOD. 

PRESENT TENSE. 


Vendu, 


J'ai. 


Je suis. 


Je parle. 


Je finis. 


Je vend.9. 


Tu as. 


Tues. 


Tu parle.9. 


Tu finw. 


Tu vend.s. 


11 a. 


11 est. 


11 parle. 


11 fin)<. 


11 vend. 


N. avons. 


N. sommes. 


N. parlo/i... 


N. fin?sson.s. 


N. vendons. 


V. avez. 


V. etes. 


V. parlfz. 


V. fini.s.ses. 


V. vender. 


lis ont 


lis sont. 


lis par^en^ 


lis hnissent. 


lis venden«. 






IMPERFECT TENSE. 




J'avais. 


J'etais. 


Je parlrt?.'!. 


Je finj.-j.wi.s. 


Je vendai.9. 


Tu avals. 


Tu 4tais. 


Tu parluM. 


Tn Tintsaais. 


Tu venda?»\ 


11 Hvait. 


11 etait. 


11 parlrirt. 


11 fmissait. 


11 vendttii. 


N. avions. 


N. 6tions. 


N. parliOH.s. 


N. fmisnons. 


N. vendions. 


V. aviez. 


V. etiez. 


V. Tpmlinz. 


V. fini.v.s^'ez. 


V. vend/ez. 


lis avaient. 


lis 6taicnt. 


lis parl«^en^ 


lis Q^aismient. 


lis vendaien<. 






PAST TENSE DEFINITE. 




J'eus. 


Je fus. 


Je parlaf. 


Je finf.s. 


Je vendjs. 


Tu eus. 


Tu fus. 


Tu parlas. 


Tu finiX 


Tu vendts. 


11 eut. 


11 fut. 


11 parla. 


11 &nit. 


11 vend/C 


N. eumes. 


N. fumes. 


N. parldwes. 


N. finime*. 


N. vendimes. 


V. elites. 


y. futes. 


V. parld/e.s'. 


V. fiuires. 


V. vendi^es. 


lis eureut. 


lis fureut. 


lis parle/e(i<. 


Us fini/e)i^ 


lis vendi/e/i/. 






FUTURE TENSE. 




J'aurai. 


Je serai. 


Je parlera?'. 


Je finjVai. 


Je vendrai. 


Tu auras. 


Tu seras. 


Tu parlcra,"!. 


Tu fimras. 


Tu vendra,?. 


11 aura. 


11 sera. 


11 parl^m. 


11 fini,-a. 


11 vendra. 


N. aurons. 


N. seions. 


N. parlero/is. 


N. fmirons. 


N. vendroas. 


V. anrez. 


V. serez. 


V. parl^/es. 


V. ^nirez. 


V. vendrez. 


lis auront. 


lis seront. 


lis yy-Avleroat. 


lis ^niront. 


lis vendront. 






CONDITION.A.L MOOD. 




J'aurais. 


Je serais. 


Je parlera?s. 


Je finYVa2.9. 


Je vend raw. 


Tu aurais. 


Tu serais. 


Tu parlerai.s. 


Tu finirais. 


Tu vendra?*. 


11 aurait. 


11 serait. 


11 pavlemiY. 


11 hnirait. 


11 vendraj<. 


N. aurions. 


N. serious. 


N. parle/?o)?s. 


N. hnirions 


N. vendrjon*. 


V. auriez. 


V. seriez. 


V. parlez-jez. 


V. timriez. 


V. vendrifts. 


lis auiaient. 


lis seraient. 


lis parle;aie«<. 


lis fimraient. 


lis vendraicni. 






IMPERATIVE MOOD. 




Aie. 


Sois. 


Parle. Fin?.?. 


Vend.9. 


Ayons. 


Soyons. 


Parlons. Yiniaaons. 


Vendons. 


Ayez. 


S(^-ez. 


Parlez. 'Finisnez. 
SUBJUNCTIVE MOOD. 

PRESENT TENSE. 


Vender. 


Que j'aie. 


Que je sois. 


Que je parle. Que je finjV.se. 


Que je vende. 


Que tu aies. 


Que tu sois. 


Que tu paries. Que tu finishes. 


Que tu venue.*. 


Qu'il ait. 


Qu'il soit. 


Qu'il parle. Qu'il finme. 


Qu'il vends. 


Qae n. ayons. 


Que n. soyons. 


Que n. \yM-\inns. Que n. finiVfio«.s. 


Que n. vendto/i.v. 


Que w ayez. 


Que V. soyez. 


Que V. parljez. Que v. finj.«.s;es. 


Que V. vend tea. 


Qu'ils aient. 


Qu'ils soient. 


Qu'ils parle/i<. Qu'ils ^nissent. 

P.4ST TENSE. 


Qu'ils vendenf. 


Que j'eusse. 


Quejefusse. 


Que je parla.'JAe. 


Que je finfs.se. 


Que je vendi'.«fi. 


Que tu eusses. 


Que tu fusses. 


Que tu parlas.se.'s. 


Que tu fiuz.vAes. 


Que tu vendi.s.ses. 


Qu'il eut. 


Qu'il flit. 


Qu'il parld^. 


Qu'il finii. 


Qu'il ven-Ji?. 


Que n. eussions. 


Que n. fussions. 


Que n. parla.«;o/K<!. 


Que n. ^-nixxirms. 


Quen.vend(.w7o«s 


Que V. eussiez. 


Que V. fussiez. 


Que V. parl(t.9.s?>a. 


Que V. fini^sicz. 


Que v. xmdixsiez. 


Qu'ils eussent. 


Qu'ils fusseut. 


Qu'ils "piixXassent. 


Qu'ils finistiext. 


Qu'ils vendMse/i^ 


* Many g:ramm 


\rians make a partic 


ular class of the verb.s in oir, but their model c 


f conjug-ation beiu^ 
For the compounU 


applicable 10 seve 


1 verbs only, ii has b 


cen omitted throu=fhout this work. See Index. 


teuse£ cee Tensss 


in Index. 









GENERAL INDEX 



ALPHABETICAL GRAMMAE, 

COMPRISING ALL THE RULES, OBSERVATIONS, AND EXCEPTIONS CON- 
TAINED IN THIS WORK, AND GIVING A COMPLETE 
LIST OF THE RADICAL IRREGULAR VERBS. 



The abbreviations are the same which have been explained page 527. 
The figures refer, not to the pages, bat to the observations or rules, when 
no indication is prefixed to tliem ; and to the lessons, when preceded by the 
letter L. 



A , prep.— Corresponds generally to the Eng- 
lish prep, to and at ; and moreover is often 
rendered by i/i, on, l>y, with, for, and by the 
sign of the possessive case Cs). As a prep, a 
is distinguished from a, the v. hrv, by a grave 
accent, but without any difference in the sound 
of the vowel, 24.— It must be repeated before 
each subst. adj. or v. which it governs, 109.— 
It must not be suppressed before the indirect 
regimen of a v. when that regimen is a subst. 
160.— List of verbs which govern the infinitive 
with the prep a, 188.— List of verbs which 
govern the infin. with either a or dc, 190.— The 
infinitive mood, preceded by this prep, some- 
times corresponds to the English pres. part, 
indicating the action as taking place, 203. 

A, An, English article.— This article is 
not expressed before a subst. which is used ad- 
jectively, that is, which qualifies either the 
subject or the regimen of a verb, 60.— It must 
not be rendered after ichnt in exclamations, 84. 

AB, prefix. — Inseparable particle, which 
comes from the Latin and signifies from. It 
denotes extraction or separation, and is com- 
mon to many words whicli are nearly the same 
in French and in Knglish. It becomes aba 
before t, 531. 

ABIiE.— This termination denotes apt- 
ness, fitness. It is joined to verbs of which it 
makes adjectives. It signifies the liability to 
undergo the action expressed by the verb. 
About two hundred adj. in able are the same in 
both languages, 97. 

ABS, prefix.— See ah. 

Absoudre, to absolve.— V. irr. Pres. 
■p^rt. Absolvant.—i's\.. part. AhHou.'>,^am. Abnoute. 
— Pres. tense, fndic. mood : .PabnouH, Ui ah- 
sous, il nlixout, nouK ahsoluonfi, voiui ahsolcez, 
ih ahuofvent.—ImpcTTect tense : .T'ahaolnnis, tn 
abnoloaiii, il nhnolcnit, noun ahsolcionx, vaim nh- 
sohiez, iU ahitolcaienf..—No past tense definite. 
— Future ten.se and conditional mood, regular. 
See 565 and 640.— Imperative mood, like the 
pres. tense, indicative mood. — Subjunctive 
mood, pres. tense : Que j'absolve, que lu ab- 
aolves, qa'il absolve, que nous absolvions, que 
vona abmlvies, qu'ila abaoloeiU.—Ho past tense. 



Accent. — In the sense of the particular 
stress or force laid upon a syllable, there is 
scarcely any accent in French ; at least it is far 
from having the importance of the English 
accent. In general, the stress is laid on the 
last syllable, or the last but one if the word ends 
with e mute. As orthographic signs, there are 
three accents : the acute ( '). the grave (■■) and 
the circumflex ("). They serve either to mod- 
ify the sound of certain vowels (3), or to denote 
the suppression of some consonants (266;, or to 
contradistinguish a few paronymous words, 
such as o (the prep, to) and a (the v. has) ; oH 
(where) and on (or). 

Acquerir, to acquire.— V. irr. Pres. 
part. AcqueraiU.—Pa. part. Acquis. — Pres. 
tense, indicative mood: J^acquiers, tuacquiers, 
il arquiert, nous acquerons, vous acquerez, its 
acquikient. — Imperfect tense : J'arquSrais, tu 
arquerais, il acquirait, nous acquirions. vous 
arqueriez, Us ac.qiiiraient. — Past tense definite : 
J'acquis, In acquis, il acquit, nous acquhnes, 
vous arqu'ites. Hi arquirent. — Future tensa : 
J'arquerrai, in acquenas, il acqw.rra, nous 
acquerrons, vous acquerrez, ils arqueiront. 
The r is pronounced as double. — Conditional 
mood : J'ucquerruis, tu acquerrais, il acquer- 
rait, nous acauerrions, vous acquerriez, its ac- 
querraienl. The r is pronounced as double. — 
Imperative mood, like the pres. tense, indie, 
mood. — Subjunctive mood, pres. tense : Que 
facquikre, que luacquikres, quHl acquikre, que 
nous acquiiions, que vous acqueriez, qu'ils ac- 
querent.— Past tense : Que facquisse, que lu, 
arquisses, qu'il acquit, que nous acquissioiis, 
que vous acquissiez, quHls acquissent. 

AD. prefix. — Inseparable particle, which 
comes from the Latin, and signifies at, to, to- 
wants. In French, as well as in English, it 
denotes tendency, drawing near, bringing to- 
gether. Most of the words in which it is com- 
bined are nearly the .same in both languages. 
The d of ad is often changed into the same let- 
ter as that which begins the radical. But some- 
times the d is cut olf, 118. 

ADE, termination. —Found in about 150 
substantives, a third of which have become 



574 



INDEX. 



English, some without any alteration, and some 
presenting a slight difference, 362. 

Adjectives. — The adj. always agrees 
in gender and number with the subst. to which 
it relates, 33, 1, 26. 

Adjectives generally form their fem. by the 
addition of e mute, 2. — In forming the fem. of 
adj. ending in er, by the addition of e, the pre- 
ceding e takes the grave .accent ('), 3. — Adj. 
ending in e mute are of both genders, 6. — Adj. 
ending in x form their fem. by changing x into 
se, 142. — Adj. ending in el, eil, ef, ieti, and on, 
form their fem. by doubling the final consonant 
and adding e mute, 184.— Adj. ending in/form 
their fem. by changing this termination into 
ve, 251. — Adj. ending in eur have their fem. in 
erne, when they can be derived from a pres. 
part, by changing the termination ant into eur, 
401. — Adj. ending in feur form their fem. by 
changing this termination into trice, when they 
cannot be derived from a pres. part. 402. — Adj. 
ending in drieur form their fem. according to 
the general rule (2), 667.— The principal excep- 
tions are : 



Complet, compJHe. 
Discret, discrete. 
Inquiet, inquibte. 
Nul, nulle. 
Gentil, gentille. 
Sot, gotU. 
Bas, bas.ie. 
Gras, grasse. 
Las, lasse. 
jSp<\is, epaisse, 
Grox, grouse. 
Tiers, tierce. 
Doux, douce. 
Faux, fausse. 
Roux, rousse. 
Vieux, vieille. 



Jumeau, jnmelle. 
Beau, belie. 
Nouveau, nouvelle. 
Fou, folle. 
Mou, moVe. 
Blanc, hlanche. 
Franc, franche. 
Sec, xkche. 
Frais, fruiche. 
Public, puhlique. 
Caduc, caduque. 
Turc, turque. 
Grec, grecque. 
■Long, tongue. 
Matin, maligne. 
Favori, favorite. 



The plural of adj. like that of snbst. is reg- 
ularly formed by adding s to the sing. 25. — 
Adj. ending in ,s or x do not change their ter- 
mination in the pi. 158.— Adj. ending in au form 
their pi. with x instead of ,s, 285. — Adj. ending 
in at generally form their pi. by changing al 
into nux. There are some exceptions, 469. 

The degrees of comparison are not us^ually 
formed in French by means of a termination ; 
but by placing before the adj. one of the follow- 
ing adverbs : aussi, as ; plus, more, most ; 
moinn, less, least ; trls, fort, bien, very, 114, 
197, 377. 

When an adj. refers to two or more subst. or 
pron. either sing, or pi. and of different gen- 
ders, it takes the pi. form and the masc. gender, 
665. — When two or more subst. of different 
genders are qualified by the same adj., for the 
sake of euphony, the subst. of the masc. gen- 
der should be placed last if possible, 665. — An 
adj. which follows two or more subst. not con- 
nected by el, agrees with the last only, when 
the subst. are synonymous, 666.— An adj. which 
follows two or more subst. connected by ou, 
agrees with the last only, 689. — The subst. 
gives the law to the adj. but never receives it 
from it, 650. — When two adj. form a compound, 
in which the first is used adverbially and qual- 
ifies the second, the first adj. is invariable, and 
the second agrees with the subst. 698, § 2. — 
When two adj. form a compound, in which the 
second qualifies the first, they are both invaria- 
ble, 698.— When a compound word is formed 
of two adj. they are both variable, except in 
sundry exceptional cases, 680.— See also the 
adj. demi (358), feu, and »m in their alphabetic 
place. 

The place of the adj. in French can hardly 
be subjected to rules. It sometimes precedes 
and sometimes follows the subst. without any 



precise reason, and often according to the taste 
or caprice of the speaker, 58.— Some adj. vary 
in their meaning, according as they are placed 
before or after the .subst. 91. 

French adj. are often used as subst. in the 
sing, as well as in the pi. 171- 

When the first person pi. of the imperative 
mood is used in the sense of let me (559) the adj. 
or the subst. usedadjectively, which follows it, 
must of course be put in the sing. 570. 

Adjectives are sometimes employed as ad- 
verbs ; in this case, they are invariable, 703. 

Adjectives are often followed by certain 
prepositions, the use of which cannot always 
be determined by rules, 520.— In impersonal 
phrases, such as, II est difficile, II estnice.ssaire, 
It semble vtile, II devient facile, etc., the adj, 
takes de before the infinitive that follows, 533. 

The Possessive Adjectives are : mhn, ma, 
me.s, my, 306 ; — to7i, ta, tes, thy, 461 -f—son, sa, 
ses, his, her, its, one's, 51 ; — noire, nos, our, 
164 ■,—rotre, vos, your, .408 ;—leur, lews, their, 
152.— Tlie possessive adj. agrees in gender and 
number with the subst. that follows it, 107. — 
Must be repeated before each subst. 108.— The 
article te, la, les, is used instead of a possessive 
adj. before a regimen, when the sense clearly 
shows who the possessor is, 62. — This substitu- 
tion is particularly proper before the name of 
a part of the body, or of a mental faculty ; but 
care must be taken to make use of a pronoun 
showing who the possessor is, 593, §§ 1, 2, 3, 4. 

The Demonstkative Adjectives are: ce, 
cet, cetle, ces, this, that, these, those, 19. 

The Indefinite Pronominal Adjectives 
are : aucun, any, etc. 240 ; chaqne, each ; 
meme, same, self, 101 ; nid, no, none, etc. ; 
ptu.sieurs, several, 245; quel, what, 71 ; quel- 
conque, whatever ; quelque, some, any, etc. 
144 ; tet, such ; toiU, all, every, etc. 

Atlvcrljs. — A consideial)le number of 
adverbs of quality are formed from adjectives, 
by the addition of the termination menl, which 
corresponds to the Kngli.sh termination tg, 31. 
— This termination is added to the feminine 
form, unless the adj. ends with a vowel, in 
which case 7nent is added to the masc. termi- 
nation, .32. — When the adj. ends in ent. the adv. 
is formed by changing this termination into 
einment, and when the adj. ends in ant, the adv. 
is formed by changing this termination into 
amnient. In emment the first e has the sound 
of a, so that both these terminations emment 
and amrnent are pronounced exactly alike, 260.' 
—The exceptions to the foregoin-g rule are : 
If-nteme/it, slowly ; presenteme.nt, at present ; 
and vehementement, vehemently, 261. 

Adverbs of quantity require the prep, de, 
when placed before a subst. 39. 

The place of the adv. is variable in French as 
in English. The adv. often follows the v. and 
sometimes precedes it. It must not be placed 
between the subject and the v. 193.— Contrary 
to the rule observed in English construction, 
the adv. is often placed between the v. and its 
regimen, 501. — When a v. is in a compound 
tense, the adv. is generally placed between the 
auxiliary and the participle ; but this rule is 
not absolute, 608.— The adverbial form Cest 
pourquoi, therefore, must be placed at the be- 
ginning of a sentence or of a clause of a sen- 
tence, 127. — The adv. y, there, precedes the v. 
in all the moods, excei)t the imperative, 201. 

Model of construction for adverbial phrases 
marking augmentation or diminution, by the 
repetition ofthe comparative, 455. 

The following adv. offer also some peculiari- 
ties : Aprhs, 155 ; — assez, 36 \— aussi, 197 ;—bien, 
230 ■,—com7ne, 169 ■,—denant, 186 ;— jamais, 76 ; 
— meme, 101 ;— outre, .339 ;-—peu, 154 ; — quand, 
176 i—tant, 344 ;— y, 195. 



INDEX. 



575 



A/Brmatlon. — There is no such word 
in French as do or did, joined to a verb in 
order to give greater strength to an afiBrina- 
tion, 85. 

Afin qtie, in order that.— Conj. which 
recjiiires the subjunctive mood, 244. 

AGE. — This termination enters into the 
formation of numerous substantives, many of 
which are the same, or nearly the same in both 
languages. Subst. in age are masc. 215. — Ex- 
cept ambages, cage, hi/pallage, image, nage, 
ptifl''-, J>'>ag<-, rage, which are fern. 216. 

Aleiil, ancestor.— Has two forms in the 
pi.: azeuh and ai'etix. The first is used only 
for grandfathers. Aieux signifies ancestors or 
forefathers, 493. 

Aigfle, eagle.— Masc. by exc. 15; but in 
heralcfic language, or in the sense of ensign, it 
is fem. 

AIIV. —Termination belonging to a small 
class of adjectives differing slightly from the 
English, 601. 

Aiiisi que, as well as.— One of the con- 
nectives after which the v. agrees with the first 
of its subjects only, 675. 

AIRE . — Termination common to substan- 
tives and adjectives, many of which end in 
English in art/ or in ar, 252.— Substantives 
ending in aire are masculine, 253. — The follow- 
ing are fem. by exc. affaire, aire, chaire, cir- 
culaire, glaire, gramniaire, haire, judiciaire, 
jngiilaire, paire, urticaire, vimaire, and the 
names of plants in aire, 254. 

AISOjV.— Termination. Substantives end- 
ing in ai^nn are fem. 79. 

AL.— Termination. There are 250 adjec- 
tives ending in al, which are the same, or very 
nearly the same, in both languages, 30— There 
are besides about 90 adjectives ending in el in 
French and in al in English, with scarcely any 
other diflerence than the change of a into e, 
217. 

Adjectives ending in al generally form their 
plural by changing al into aux. There are 
some exceptions, 469. 

Besides the adjectives in al, there are about 
60 substantives having this termination. 40 of 
which are nearly the same in both languages, 
378. 

Substantives ending in al form their pi. by 
chan>.Mng this termination into aux, .379.— The 
exceptions are: lals, carmicah, riqah, cats, 
avals, raiitah, nopaU, pah, rharah, servah, 380. 

Allcr, to go. — V. irr. Pres. part, regular. 
Pa. part, regular. — Indicative mood, pres. 
tense : Je vain, tu vas, il va, uous allons, vous 
uHfz, ilx vnnt. — Imperfect tense, regular. — Past 
ten.>ie definite, regular. — F'uture tense : J'irai, 
in irox, il ira, noits irons, voux irez, ih iroiit. — 
(Conditional mood: JHraix, In iraix, il irail, 
iiou* iiio::x, voim iriez, ils iraienl. — Imperative 
mood : Va, iilloim, a?;e2.— Subjunctive mood, 
pres. tense : Que faille, que tu aitlex, c/u^il nille, 
qw. iiouK allions, que vous alliez, quHln ailleut. 
—Past ten.'«e, regular. 

'i'his V. is always conjugated with elre in its 
compound tenses, 335.— Governs the infinitive 
without a prep. 187. 

Allcr (s'eii)j to go away.— Is conjugated 
like (dti-r, the particle en being placed imme- 
diately before the v. in its simple tenses, and 
before the auxiliary in its compound tenses, 
thus : Je vi'en rais, Je m^en suig alii. Except 
the imperative mood : Va Cen, allons-noua-in, 
allfz-rons-en. 

A inoing que, unless.-Conj. followed 
by the subjunctive mood, 244.— Always fol- 
lowed by the negative ne, 458. 

Amour, love.— Masc. in the sing, and pi. 
in plain language. Fem. by exc. (11) in the pi. 
in poetical language. 



AlSfCE. — Termination which generally 
makes a subst. of a v. About 80 words ending' 
in ance are the same in both languages, 2-3. 

ANT.— Termination of the pres. part. 115. 
—Serves to form a great number of adjectives, 
called verbal adjectives, 219. 

Any. — Is often rendered by the partitive 
art. de, du, de la, des, 93. — When the direct 
regimen of a v. it is rendered by en, placed 
before the v. except in the imperati ve mood, 484. 

A peine, scarcely.— One of the adv. after 
which the subject pronoun may follow the 
' v. 228. 

i Apercevoir, toperceive.—V. irr. Pres. 
part. Apercevaiit. —ra.. part, ^perpw.- Indica- 
tive mood, pres. tense : J'apergoin, tu aper- 
pois, il upergoit, nous aperrerons, vouk aper- 
cevez, ihapergoivent. — Imperfect tense: J^aper- 
cevaift, tu apercevai.t, il apercevaii, nous aper- 
cecions, vous aperceviez, ils apercevaieid. — 
Past tense definite : J'apergns, tu apergus, il 
apergut, nous apergitmes, vous apergittes. Us 
apergurent. — Future tense : J'apercecrai, tu 
apercevras, il apercevru, nous npercevrons, vous 
apercecrez, ils aper cevroid. — Conditional mood: 
J'apercevrais, ta operrevruis, il apercecrait, 
nous apercevrions, rons aprrcerriez, ils aperce- 
vraient. — Imperative mood; Apergois, nperce- 
vons, apercevez. — Subjunctive mood, present 
tense ; Que f aper goive, que tu apergoives, quHl 
apergoice, que nous apeicecions, que vous aper- 
cviez. qu'ils apergoivent. — Past tense; Que 
j'apergusse, que tu apergu-'ises, qa'il apergut, 
que nous apergussions, que vous apergusnez, 
qu'ils apergussent. 

The verbs concevoir, dicevoir, percevoir, re- 
cevoir, devoir, and redevoir, are conjugated like 
apercevoir. 

Aprfes, after.— Prep, and adv. correspond- 
ing to ufler, next, next to, and a/lericards, 155. 
— May be governed by de. 223. 

Articles. —The French art. varies in 
gender and number, 4. — Le is masc. and sing. 
La is fem. and sing. Xe.9 is pi. and of both 
genders, 5. — The art. agrees in gender and 
number with the subst. 34. 

The subst. whether used in a definite or an 
indefinite sense, is generally preceded by the 
art. unless there be some other determinative 
word annexed to it, such as un or ce. 35.— The 
art. must be repeated before each subst. 202. — 
The art. which is often omitted in English be- 
fore an adj. or a title preceding a proper name, 
must not be suppressed in French, 314, 607. — 
When an adj. in the superlative degree, pre- 
cedes the subst. one art. serves for both ; but 
when the adj. follows, the art. must be re- 
peated before it, 495. — When there are several 
adj. the art. is repeated each time before the 
words plus, vioiiis, mieux, 496. — Before plus, 
mains, mieux, used in the superlative of com- 
parison, the art. le, la, les, agrees in gender and 
number with the subst. which is the object of 
comparison, 649, § 1. — In the superlative ab- 
solute, that is, when no comparison is expressed, 
the art. le remains invariable, 649, § 2. — 
Proper names of countries, kingdoms, etc., take 
the art. 660. 

When one subst. determines the sense of an- 
other, it is used without the art. provided it be 
not in its turn qualified by some other words, 
161.— The art. is not used when subst. are com- 
bined with certain v. as : amir, /aire, rnidre, 
entendre, and a few more, with which they ex- 
press a single idea, 227. —The art. is generally 
suppressed before a subst. following a v. in a 
negative phrase; unless this subst. be modi- 
fied by some words annexed to it, 390.— When 
the sense of the subs, which follows a v. in a 
negative phrase, is modified or restricted by 
some additional words, it takes the art. S91. 



576 



INDEX. 



When un is u.sed as a pron. it often takes 
the art. If un is joined or opposed to autre, 
the art. is indispensable before each of these 
pron. If un is not followed by autre, but is 
determined by de or den, the art. may be used 
or omiited before it, according as the sense of 
this pron. is more or less restricted by the con- 
struction of the phrase, 312. 

The art. le, la, !es, is used instead of a pos- 
sessive adj. before a regimen, when the sense 
clearly shows who the possessor is, 62.— This 
substitution is particularly proper before the 
name of a part of the body, or of a mental 
faculty; but, in order to avoid ambiguity, care 
must be taken to make use of a pron. showing 
who the possessor is, 693. 

The prep. 0,and de combine with le and lex, 
with which they form the compounds au, 65 ; 
aux, UO ; da, 143 ; and dex, 113. 

jDie is often a definitive, either alone or com- 
bined with the art. le, la, les, and is then called 
a partitive article, corresponding to the Eng- 
lish words some and ani/. The two words de le 
ure contracted into one word, du ; and de les 
are contracted into difs ; but the words de la 
remain separate, 93.— The use of this partitive 
art. is much more frequent in French than is 
the use of .some and an;/ in English, and occurs 
when these words are understood or altogether 
suppressed, 102.— The art. is suppressed, and 
de alone is employed, when the subst. is pre- 
ceded by an adj. 103.— The partitive art. de, du, 
de la, dex, corresponding to .some or ani/, must 
be repeated before each subst. as well as the 
simple art. 331. 

ASMB. — Termination. Subst. ending in 
axine are masc. 589. 

Assaillir, to assail. — V. irr. Pres. part. 
AsMillant. — Pa. part. As,vxilli. — Indicative 
mood, pres. tense : J'assaille, tu assailles, il 
assaille, )ious assaillonx, voas axsaillez, Us as- 
saillenL— Imperfect tense : J^assaillais, tu as- 
saillais, il assailtail, nous OKsaiUions, tons as- 
sailliez, ils assailluieiit. — Past tense definite, 
regular. — Future tense, regular. — Conditional 
mood, regular. — Imperative mood; Assaille, 
assaWons, u-isaUlez.—Sahjnnctive mood, pres. 
tense : Que f assaille, que tu assailles, qu'il as- 
taille, que nous assaillions, que vous assailliez, 
qu'ils assaillent. — Past tense, regular. 

Asseoir, to seat. — V. irr. Pres. part. 
Asseyant. — Pa. part. Assis. — Indicative mood, 
pres. tense : J'assieds, tu assieds, il assied. nous 
nssei/ons, vous asseyez, ils asseyent. — Imperfect 
tense : J'asseyais, tu asseyais, il asseyait, nous 
asseyions, vous asseyiez, ils asseyaient. — Past 
tense definite : J'assis, tu assis, il assit, nous 
asstines,oous assites, ils assirent.— Future tense: 
J'assiirai, tuassieras, il assiera,nous assierons, 
vous assierez, ils assieront, — or: J'asseyerai, 
etc.— Conditional mood: J'assierais, tu' assii- 
rais, il assierait, nous assi/-rions, vous assie- 
riez, ils assidraient, — or : J'asseyerais, etc. — 
Imperative mood : Assieds, asseyons, asseyez. 
— Subjunctive mood, pres. tense :" Quej'asseye, 
que tu asseyes, qu'il asseye, que nou^ asseyions, 
que vous asseyiez, qu'ils asseyent.— Vast tense : 
Que fa.'isisse, que tu assisses, qu'il assit, que 
vous' asslsfiions, que vous assissiez, qu'ils as- 
i-is-^ent. — This v. may also be cor)jugated as 
follows: Assoyant. — J'assois, etc., nous us- 
soyons, etc. — J'assoyais, etc. — J'assoirai, etc. 
— J'assoirais, eie.—Assois, assoyons, assoyez. — 
Que j'assoie.~-lt is very often reflective and 
conjugated with a double pronoun. See Pro- 

NO.UISAL VERBS. 

Assez, enough. — Adv. which precedes 
the adj., the adv., or the subst. which it modi- 
fies, 36. 

AT. — Termination, which often makes a 
subst. of a V. and denotes the end obtained or 



the action done. It is added also to some ti- 
tles of per.sons, and denotes their function or 
quality. 163. 

ATE .—Termination. The names of salts 
ending in ate are masc. 606. 

A.TION . — Termination of numerous subst. 
from which verbs may be obtained by chang- 
ing alion into er, 262. — Subst. in ation are 
fem. 99. 

Attenclw.- Pa. part, of the v. attendre, 
to expect. When employed as a prep, signify- 
ing, in consideration of, precedes the subst. 
which it governs and is invariable, 673. 

AXJ.— Termination. Subst. ending in an 
form their pi. with x instead of .s, 232.— Adj. end- 
ing in au form their pi. with x instead of s, 285. 

Au, to the, at the. — Contraction of h and 
le, 65. 

Att cas que, in case that.— Conj. fol- 
lowed by the subjunctive mood, 24-1. 

A ucum.— Indefinite pronominal adj. cor- 
responding to any, and with a negation, to no, 
none, not one. It is seldom used in the pi. Its 
fem. is aucune, 240. Pas de, like anrun, cor- 
responds to no or not any ; but it differs from 
aurun inasmuch as it refers to the pi. as well 
as the sing, and has besides a more indefinite 
sense. Aurun usually means not one, 385. — 
The combination un remains nasal, even when 
the n coalesces with the initial vowel of an- 
other word. 

All moins, at least.— After this adv. the 
subject pron. may follow the v. 228. 

Aupres, near.— May be governed by de, 
223. — Is an adv. and a prep. Prls and aa- 
prh<i are both translated by the word near. 
When used as prep, they are followed by de. 
The difference between these two words is 
slight. Aupres denotes well known and de- 
termined proximity ; pres has something more 
vague. Thus, we say. Plus pres, mains pres, 
and not, Plus auprks, moins aupres, 615. 

AllSSi. — Adv. which corresponds to also, 
too, likewise, so, and as; with the last meaning, 
before adj. and adv. it denotes equality and re- 
quires que after the adj. or the adv. 197.— After 
aussi in the sense of a?.sY), the subject pron. may 
follow the V. 228.— .\s an adv. of comparison, 
it must be repeated before each adj., v., or adv. 
which it modifies, 427. — In English, after so 
and as, the indefinite art. a, an, is placed be- 
tween the next adj. and subst. In French the 
adv. aussi is preceded by iin, une, 4.34. — In the 
comparative of equality, the word as is ex- 
pressed by a((ss( before the adj., the part., or 
the adv., and by que after it. In negative 
phrases, the adv. .so, before the adj.. the part., 
or the adv., may be rendered either by aussi or 
by si, 475. 

Aussi tolen que, as well as.— After 
this connective, the v. agrees with its first sub- 
ject only, 675. 

Aussitdt, as soon.— See Tot. 63.3. 

Autatit. — Adv. denoting equality, and 
corresponding to as much, as many, so much, so 
many. The conj. as, following these adv. is 
rendered by que, 584. 

Automne, autumn. — Is of both genders. 
Oftener masc. than fem. 

Autrui.— Subst. or indefinite pron. signi- 
fying another or others. Is invariable. L. 38. 

A ux . —Contraction of a fc.s, to the.at the, 140. 
A Auxiliary vcrfos.— See Avoir and 
.Eire. 

Avant, before. — Prep, which must not 
be confounded with decant, before, which sim- 
ply denotes place or situation. Avant marks 
priority of time or of place, 327. 

Avec— Prep, corresponding to with, 168. 
—May be governed by de, 223.— The ellipsis of 
this prep, is common in such phrases as the 



IXDKX. 



577 



following; : Le sac sur le dos, le fusil sur I'e- 
puule, 638. 

Avoir, to have.— v. irr. For its conjuga- 
tion, See riynoptical Table p. 572. — Knaployed, 
like the v. to huce, in Enfirlish, in forming the 
compound tenses of the otiier verbs, 9o, except 
the pronominal verbs, 567 ; and some neuter 
verbs, 335. — There are various states, disposi- 
tions, and sensations both of body and mind, 
expressed in English by the v. to l)i% joine 1 to 
an adj. which are generally rendered in French 
by means of the v. aroir, with a subst. 295. 

Havinf/, placed as an auxiliary between a 
prep, and a v. is sometimes suppressed in Eng- 
lish, and the principal v. is governed directly 
by the prep, thus : After ninliing, for After 
haoiiiff m'l'lc. This abbreviation would not be 
correct in Frencli, 617. 

Y AVOIR, there to be, is impersonal : Indica- 
tive mood, pres. tense : It t/ a, there is, there 
are— Imperfect : 11 ;/ acait, there was, there 
•were — Fast tense definite : II y eut, there was, 
there were — Future tense : II i/ aura, there will 
be — Conditional mood : II y aiiniit. there 
would be. — Subjunctive mood, pres. tense: 
Qi'il y ait, that there may be — Fast tense: 
(^u'il y eitt, that there might be. — In interro- 
gations y remains before the v. and il is placed 
after it, thus : Y a-t-U, is there ; y uvail-il, was 
there, etc. 218. 

The V. y avoir is frequently used before words 
denoting the time elapsed since an event took 
place, or the time during which a state or an 
action has been continued. The^^e which fol- 
lows signifies xiitce, 643, § 1. — When // // a, 
denoting time elapsed, precedes the principal 
V. the word que, signifying since, is required ; 
biit wlien the principal v. is placed first, que is 
of course unnecessary, 646. 



B. 



Battre, to beat. — X. irr. only in the three 
persons sing, of the pres. tense, indie, mood : 
Je bat", tu bats, il bat. The second person 
sing, of the imperative is of course bats, 460.— 
The rest is regular. 

Ahattre, couihattre, lUhattre, rdbatlre, and re- 
halt re, are conjugated like battre. 

Beau, tine.— Zie/ before a subst. begin- 
ning with a vowel or an h mute. — F'era. belle. 

B«iiit, blessed, holy.— Fern, benite. Irr. 
pnrt. of the v. IxSuir, only used in the sense of, 
consecrated by the clinich. In all other cases, 
the pa. part, of Ixinir is regular. 

Blcn, well.— Hcfore adj. and adv. corre- 
sponds to rf-ry, 114. Becomes a synonym of 
beaurnup, when it is combined with tiie com- 
pound article <lu, ilc la, ilis, and corresponds to 
much and many, 230. — Is often used redundant- 
ly, and caimot be either translated literally, 
o'r even he iranshited at all, into Englibh, -174. 
— The letters jVh form a nasal diphthong, even 
when the final h of bien. coalesces with the 
initial vowel of another word. 

Btcu que, though.— Conj. which is fol- 
lowed by the subjunctive mood, 244. 

Bientot, soon.— See T6t, 633. 

Bolrc, to drink.— V. irr. Pres. part. Bu- 
vant. — Fa. part. lia. — Indicative mood, pres. 
tense : ./■« bois. tu bois, il lyiit, nous buvins, vous 
bui'z, ils boiceiit. — Imperfect: Je bunais, tu 
buvais, ilbunail, vous buinonn, vous bueiez, its 
ft«p«i>/it. — Past tense definite: Je bus, tu bus, 
il but, nous biiines, vous biites, ih bnrent. — Fu- 
ture tense, regular.— (/"ondiiional mood, regu- 
lar. — Imperative mood : Bois, buvons, huue.z — 
Subjunctive mood, pres. tense : Que je bowe, 



que luboiocs, qii-iJ bniiy>, qne iioixlfir/'^iis, t/ue 
vous buviez, qa'ils boicfit. — Fast teiise : Qui- je 
busse, que tu busses, qu'il Oiif, que nousbu-:sion.i^ 
que vous bt/ssiez, qu^ik bus^ent. 

Bouillir, to boil.— V. irr. Pres. part. 
Boaillant.—Fii. part. BoinUi.—ImUi.: mood,- 
pres. tense : Je Itous, lu bous, il bout, nous 
bouillons, reus houillez, ils bouill'-iit.-'^lmpcrt'iiCt 
tense: Je bouillais, tu hoaillais, il bouillait, 
nous bouillions, vous bouiJIiez, ils houiUaifnt. — 
Past tense definite, regular. — Fnture tense, 
regular. — Conditional mood, regular.— Impera- 
tive mood : Bous, bouillons, to'uV/ea.— Subjunc- 
tive mood, pres. tense. Que je bonillp, que tU 
bouJUcs, qu'il bouille, que nous bouillions, que 
vous bouilliez, qu'ils bouillent.^F ust tense, 
regular. 

Braire, to bray.— V. irr. conjugated like 
traire. but scarcely ever used otherwise thau 
in the third person, sing, and pi., and in the 
infinitive. 

Bruii'e, to make a noise.— V. irr. and 
defective, employed only in the infinitive 
mood ; in the third person sing, ot the pres. 
tense, indie, mood: // bruit ; and in the third 
persons sing, and pi. of the imperfect : II bra- 
yaif. ils bmyaieid. 

By. — This prep, when used in English be- 
fore the pres. part, to denote the means or the 
manner of doing any thing, is rendered in 
French by en, 52i. 



c. 



Ca. — Familiar abbreviation of cela, whicll 
see.'- 

Can. — Eng. v.— Sometimes rendered by 
sarolr, 281. 

Ce.— Is sometimes a demonstrative pro- 
noun, and sometimes a demonstrative adjec- 
tive. As an adj. it signifies ^/i/s- and <Aa<. It 
is raasc. and sing. It always precedes a subst. 
It is placed before words beginning with a con- 
sonant. Hefore a vowel, it becomes cet. The 
fern, is celte. The pi. of both genders is ces, 
these and those, 19. 

Ce, as a pronoun, generally corresponds to 
it'. It is followed by the v. etre or by a rela- 
tive pron. Though the neuter gender is not 
acknowledged by French grammarians, and 
indeed does not exist in substantives, this pro- 
noun presents the characteristics of neutrality, 
26.— When it precedes a word beginning with 
a vowel or an h mute, the vowel e is suppress- 
ed and an apostrophe substituted for it, 11.— 
When re, hefore a relative pron. as qui, que, 
doni, etc., begins a phrase, and is followed by 
the v. i:tre with another v., re must bo repeat- 
ed before i-tre, 683. — Wiien two or more infini- 
tives are the subjects of the v. iJre followed by 
a subst. they are generally summed up by the 
pron. ce, with which the v. Hre agrees, 685. — 
The pron. ce must always be placed before the 
v. i-tre, when this v. is preceded and followed 
by an infinitive, 684. — In inversive phrases, in 
which ce, the v. litre, and the regimen precede 
the subject, o«e is employed as a connective, 
when both the subject and regimen are sub- 
stantives, 690.— Ce, before the v. e.lre, refjuires 
this v. to be in tlie singular, unless it be fol- 
lowed by a third person of the pi. number, 694, 
§ 1.— Before a third person pi. the major part 
of writers employ the v. elm in the pi. 694, g 2. 
— Ce is often employed for he, she, or th'y, as 
the subject of a proposition, the predicate ot 
which is a subst. or a pron. 696. 

Cecl, this.— Demonstrative pron. formed 
of cf. and ri, here. Hefcrb to things only. Has 
no fem. and no pi. 622. 



578 



INDEX. 



Cedilla.— A small mark pinced nnder 
the letter c (thus 5), in order to give it the 
sound of s before a, o, and u. See Introductory 
Lesson.— Verbs ending in the infinitive mood 
in CO- take a cedilla under the c before the 
vowels a and o, 48. 

CeiJidre, to circle. — Y. irr. conjugated 
like craiudie. See also Verbs in indke. 

Cela, that. — Demonstrative pron. fornaed 
of ce and lii, there. Corresponds to that, and 
somotiines to thix and to it. Refers to things 
onlj-. Uas no fern, and no pi. In familiar lan- 
guage, chiefly in conversation, is contracted 
into pi, 19S. 

Celiii, this, that. — Deroonstrative pro- 
noun. The fern, is celle. The pi. is ceux for 
the inasc. and celles for the fem., both corres- 
ponding to thf.se and those, 100. 

Ccut, hundred. — Takes the raark of the pi. 
when preceded by another number which mul- 
tiplies it, thus : deux cents, trois cents, 5J6. — 
But when followed by another number, it is 
invariable, thus : deux cent trente, 547. — In- 
variable also when it stands for centieme, 652. 

CER. Termination.— Verbs ending in the 
infinitive inood in cer take a cedilla under the 
c, before tlie vowels « and o, in order that the 
c may preserve the sound of s, 48. 

C'est pourquoi, therefore. — This 
adv. must be placed at the beginning of a sen- 
tence or of a clause of a sentence, 127. 

Cet. Stands for ce, before a word beginning 
with a vowel or an h mute, 19. 

Cliacuu. — Indefinite pron. formed of 
chuque, every, and u)i, one. Corresponds to 
each, enery one, everyhodi/. Its fem. is cha- 
cune. It has no pi. When used in a general 
sense, it refers only to persons and is always 
masc. When it relates to some determined 
object, it takes either of the genders, and is 
used in speaking of things as well as of persons. 
Before a subst. or a pron. it is followed by 
de, 599. 

CllCZ. — Prep, signifying at or in the house 
of. It also corresponds to home. This prep, is 
also used in the sense of awo/i.g', tcith, or in, 177- 
May be governed by de, 223. 

Choir, to fall. — V. irr. and defective, used 
only in the infinitive, and sometimes in the pa. 
part, chu, with the auxil. etre, 335. 

Chose, thing.— Is a fem. subst. 15. But 
Pen de choice, little, and Qutlque chose, some- 
thing, anything, are adverbial forms which are 
masc. 160. ' 

Ci. — Abbreviation of the adv. id, here. Is 
sometimes added to substantives which come 
after the demonstrative adjectives ce, cet, cette, 
and ces, as an expletive denoting nearness, in 
opposition to la, which marks remoteness. Ci 
is joined to the preceding -word by a hyphen, 
351. Ci is likewise added to the demonstrative 
pronouns, celui, celle, ceux, and ceUe.«, 352. — Ci 
is sometimes prefixed to adjectives ; and it 
forms adverbial expressions with the preposi- 
tions, apr'es, contre, dessous, dessus, and de- 
cant. 353. 

Cicl, heaven. — Has two forms in the pi. 
cielK and cieux. dels is used only in the fol- 
lowing instances : dels de tableaux, skies in 
painting ; dels de lit, testers of a bed ; dels de 
carrihre, the first layers or strata in a quarry ; 
dels, cliniates. In any other case, cieux is 
employed, 2X3. 

CiRCON. — Inseparable preposition, fr. 
the Latin circum, signifying about, around.- 
The derivatives formed by means of this prefi.x 
are very nearly the same in both languages ; 
the Latin spelling of ci»-cwm being preserved in 
English, and slightly altered in French, 162. 

Circoncii'e, to circumcise. — V. irr. 
Pres. part. Ciiconcieant.—Fa. part. Circoncis.— 



Indicative mood, pres. tense : Je circoncia, tu 
circoacis, il drconcit, nous circoncisons, cous 
drcondsez, ils cirronrisent. — Imperfect : Je 
drconcianis, tu ciiconcisais, il circmidsait, nnun 
cirroncisions, r'lus drcondt^iez,ils di londsii ienl. 
— Past tense definite : Je circoncis, tu dnondx, 
il drconcit, nous drconcinies, vous drconc'iles, 
ils circoncire)it.—VnUn-c tense, regular.— Con- 
ditional mood, regular. — Imperative mood : 
Circoncis, circoncisons, drcondsez. — Subjunc- 
tive mood, pres. tense: Que je circoncise, que 
tu drconcises, qu''il drconcise, que nous rirron- 
cisions, que rous drcnndsiez, qn'ils circondseni. 
— Past tense : Que je drcondsse, que tu circon- 
ds.-<es, qu^il drconcit, que nous cirronds.iions, 
que vous cirroncissiez, qu'ils drconcisgent. 

CliE .—Termination. Substantives ending 
in cle are masc. Some of them are the same in 
both languages, 5S7, *! 1.— The following are 
fem. by exc. or rather they follow the geneial 
rule (15); be.<iirles, boucle, debnrle, e.icai bow Is, 
inu'le, mnnicle, sanicle, 587, § 2. 

Clorc, to close. — V. irr. and defective, 
used only : in the three persons sing, of the 
pres. tense, indicative mood, Je clos, tu clos, il 
cl(4 ; in the future tense, which is regular ; in 
the conditional mood, which is regular ; and in 
the compound tenses. The pa. part, is clos. 

CO.— Prefix. See Co>-. 

COti.— Prefix. Stands for fr>« before words 
primarily begiiming with I, 75, The I is pro- 
nounced as double in such words. 

Collective II oil Jis.— There are two 
sorts of collective words : the general and the 
partitive. The general collective words are 
those which denote the whole of the persons or 
things spoken of, as : the armi/. the inuUitude, 
the people, the crowd. The partitive collective 
words designate but a part or an undetermined 
number of the persons or things mentioned, as : 
the major part, a number, a speden, a sort. 
Among the latter are included the adverbs of 
quantity; as : pc.u, few ; beaucoup, manj% etc. 
205.— The same word may be generally or par- 
tially collective, according as it is used, as : 
Le vombre de ses en/ants. The number of his 
cliildren ; — Un grand nombre d'en/auts, A great 
number of children, or many children. When 
a collective substantive is preceded by un or 
xine, it is commonly partitive, 206.— When a 
partitive collective noun, as la plupart, or an 
adv. of quantity, as beaucoup, is followed by 
t/e and a subst., the v., adj., part., and pron. agree 
WMth the latter subst. or with the pron. which 
supplies its place, 220. — After an adv. of quan- 
tity or a partitive collective noun, the prej). 
de is commonly used without the article, unless 
the next subst. be determined by some inciden- 
tal clause. But la plupart is an exception, and 
requires the compound article after it, 221.— 
— La plupart is sometimes employed elliptic- 
ally without a subst. after it. In this case the 
following V. is always in the plural number, 
agreeing with a pi. subject imderstood, 222. — 
A noun of multitude in the sing, unmber re- 
quires that the v. or pron. should agree with it 
in the sing, number ; unless it be employed as 
a partitive collective noun, 629. — When a gen- 
eral collective noun is followed by de and a 
subst. the v., adj., part., and pron. agree with 
the collective noun, 670. — When adverbs of 
quantity, such as feu, be.aucnup, assez, are em- 
ployed as collective words, the v. agrees with 
the subst. that follows them, 664. § 1.— If this 
subst. is understood, the v. nevertheless agrees 
with it, 664, § 2. 

Coniibien.— .A.dv. corresponding to /lozo, 
hoic mwh, and liow muni/. See Lesson I. 

CoMiine.— Adv. and conj. corresponding 
to as, like, and how, 169. 

Comparative.— There are two ways 



A 



INDEX. 



579 



of forming the comparative degree in English, 
when it denotes superiority, as : bruJ:er or innre 
bri.y/^ ; there is but one in French: the adv. 
plusis placed before the adj. ortlie adv. When 
in English the conjunction than follows, it is 
rendered by que. The same conj. follows moins, 
less, when the comparative denotes inferiority, 
220.— In the comparative of equality, the word 
a.? is expressed by o)t,«.si before the adj., the part., 
or the adv., and'by que after it (197). In nega- 
tive phrases the adv. so, before the adj., the 
part., or the adv., may be rendered either by 
aussi or by ai , 475. 

Compouucl tenses.— See Texses. 

Cou or Co. — Prefix, or inseparable par- 
ticle. IV. the Latin cum, with. It denotes a.sxo- 
ciadon, concord, gatherinfj, putting together. 
It begins words which are generally the same, 
or nearly the same, in English. In French, as 
well as "in English, co or con is changed into 
col, com, cor, according to the letter which be- 
gins the radical word, 75. 

Coiicevoir, to conceive. — Y. irr. conju- 
gated like apeicevoir. 

Conclure, to conclude. — V. irr. Pres. 
part. Conrhiant.—F-A. part. Conclu. — Indicative 
mood, pres. tense : Je conrlufi, tu concht.i, il 
conrluf, nous concluon.t, vou.i concluez, ils con- 
cluent.— Imperfect tense, regular. — Past tense 
definite : .Je conrlux, tu coucJus, i! conctut, noui 
concluines, voun conrliiies. Ha conclurenl. — Fu- 
ture tense, regular.— Conditional mood, regu- 
lar. — Imperative mood : Conclus, concJuons, 
ro/ic'uft3.— Subjunctive mood, pres. tense, reg- 
ular. — Past tense : Que je conrhixse, que tu con- 
clussea, qu'il ronclut, que nous ronrtussions, que 
vans romlussiez, qu'ils conrhifineat. 

Conditional niootl.— This mood is 
formed by adding the following terminations 
to that of the infinitive, the final e being sup- 
pressed in the verbs in re : — ais, nis, nit, ions, 
iez, aient, 610, g 1.— It is to be observed that 
these terminations are the same which serve to 
form the imperfect tense of tlie indicative, by 
being substituted for that of the infinitive mood, 
610, § 2.— ^Vilen quand signifies though, al- 
though, it is always followed by a v. in the 
conditional mood. 408.— When the conj. si cor- 
responds to the P^iglish word if, and signifies 
supposing that, the verb that follows the conj. 
is used in the pres. tense of the indicative with 
the correlative v. of the phrase in the future ; 
or \\\e conj. is followed by the imperfect tense, 
with the second v. in the condition:il mood, 422. 
— Hut when si corresponds to the English conj. 
ich'ther, and expresses doubt, it may be fol- 
lowed by the conditional mood or the fnture 
tense, according to the sense of the sentence, 
423. 

Conrtuire, to conduct. —V. irr. Pres. 
part. Condnisnd.—Y'-.i. part. C'o;k7m?7.— Indica- 
tive mood, pres. tense : Je conduis, tu runiluis, 
il conduit, nous roiiduisons, voiii conduisez, ih 
r'»('/'(^'"'"^— Imperfect tense : Je conduixnis, tu 
condui^iiis, il conduisaif, votis conduisionn, 
vous couduiyiez, ils ronduwiient. — Past tense 
definite : Je cnnduisis, tu conduisis, il rondui- 
sit, nous conduis'imes, voun conduixitcs. ils ron- 
</</?*»■;■«/)<.— Flit me tense, regular. — (.'onditional 
mood, regular. — Imperative mood : Conduis, 
ronduisnns,conduisez. — Subjuncti ve mood, pres. 
tense": Que je conduise, que tu conduises, qu'il 
C'utdiiise, que nous ronduisions, que vous coii- 
iluisif-z, qu' Us conduiyejit. — Past tense : Que Je 
condiiisisse, que tu r.nnduisisse.'<, qu'il ronduis'it, 
que nous ronduiniMiunti, que cous conduisissiez, 
qu'il.'' ruiiduisisseiit. 

CoJifire, to preserve.— V. irr. Pres. part. 
C'onjis'int.—Pii. part. C«/iyi<.— Indicative mood, 
pres. tense : Je con/is, tu cxinjis, il conjit, nous 
conjisonn, vous con/isez, ils conJiaeiU, — Imperfect 



tense : Je co)iJi.^ais, tu confisnis, il . confisaif, 
vous confisions, vous confiHez, ils con/isaient. 
Past tense definite : Je ronfis, tu roufis, ilronfil, 
nous con/imes, vous confites, ils ronfirent.— Fu- 
ture tense, regular.— Conditional mood, rejrn- 
lar. — Imperative mood : Conjis, conjisons, ron- 
fisez. — Subjunctive mood, pres. tense : Que je 
confise, que tu conjises, qu'il conjise, que nous 
conjisions, que vous conjisiez, qu'ils conjisenf. — 
Past tense, not in use. 

Conjugations.— See Synoptical Ta- 
ble, page 572. See also Verbs and Tenses. 

Conjunctions.— The principal conj. 
are : ainsi que, a vioins que, car, comme, done, 
et, lorsque, mais, ni, or, ou, pourvu que, puree 
que, pendant que, quand, que, quoique, si, si- 
non, soif que, tnndisque. Those which present 
any peculiarity will be found in their respect- 
ive places. ^ 

Connaitre, to know.— V. irr. Pres. 
part. Connaissant. Pa. part. Co/in (/.—Indica- 
tive mood, pres. tense : Je connais, tu connais, 
il connait, nous connaissons, vous connai.isez, 
ils ronnaissent. — Imperfect tense: Je connais- 
sais; tu connaissais, il ronnaissait, vous con- 
naissions, vous connaissiez, ils connaissaient. — 
Past tense definite: Je connus, tu connus, il 
connut, nous connitmes, vous conniiles, ils con- 
nurent.—YVitwre tense, regular.— Conditional 
mood, regular. — Imperative mood : Connais, 
connaissons, m/)?iai.v,se3.— Subjunctive mood : 
Que je conn'tisse, que tu connaisses, qu'il con- 
naisse, que nous connaissions, que rous connfas- 
siez, qu'ils coniiaisseut. — Past tense : Que je 
connusse, que tu connusses, qu'il connul, que 
nous connussions , que vous ajnnussies, qu'ils 
con nwvtent. 

Constmire, to construct. — V. irr. 
conjugated like ronduire. 

Contraindre, to constrain.— V. irr. 
conjugated like craindre. 

Coadre, to sew.— V. irr. Pres. part. Cou- 
sant.—Pfi. part. Cousu. — Indicative mood, pres. 
tense : Je couds, tu couds, il cowl, nous cousons, 
vous cousez, ils consent. — Imperfect tense : Je 
cousais, tu cou.sais, il cousait, nous cousions, 
vous cousiez, ilsrousaient. — Past tense defi^ire : 
Je cousis. tu cousis, il cousit, nous cousimes, 
vous cousites, ils cousirent. — Future tense, reg- 
ular. — Conditional mood, regular. — Imperaiive 
mood : Couds, cousons, cousez. — Subjunctive 
mood, pres. ten'se : Que je rouse, que tu cuu-^es, 
qu'il cause, que jwus cousions, que vous cousiez, 
qu'ils cousent. — Past tense : Queje cousisse, que 
tu rousisses, qu'il cons'it, que nous cousissions, 
que vous cousissiez, qu'ils cousissent. 

Couple, couple.— Masc. by exc. 15, when 
it signifies two animated beings acting in con- 
cert, or two persons or animals of different 
sexes ; but when ro«./i7i? signifies only two things 
of the same kind, it is fern. 

Courlr, to run. — V. irr. Pres. part. Cmi- 
rant.—l'n. part. Conru. — Indicative mood. pres. 
tense : Je cours, tu cours, il court, nous coiions, 
vous courez, ils rourent. —Impeitcct tense : Je 
courais, tu courais, il cournit. nous courions, 
rous couriez, ils couraieni. — Past tense definiic : 
Je courus, tu courus, il courut, itous courunns, 
rous riiuriites, ils coururent. — Future tense : .Je 
courrai, tu rourrus, il courra, vou.h rourrons, 
vous courrez, ils courront. I'ronouncc rr as 
double. — Conditional mood : Je courrais, tu 
courrais, il rourraif, nous rourrions, vo'is ciur- 
riez, ils courraieul.—Frouoance rr as double. — 
Imperative mood : Cours, courons, courez. — 
Subjunctive mood. pres. tense: Que Je coure, 
que tu coures, qu'il coure, que uoils courions, 
que rous couriez, qu'ils courent. — Past tense: 
Que Je courusse, que tu courtmses, qu'il couriil, 
que nous courussioue, que rous couruasiez, qu'ila 
courussent. 



580 



INDEX. 



Cotirre, to run, to hunt— V. irr. conju- 
g-ated like courir. Seldom used, except in the 
language of hunters. 

Couvrir, to cover.— V. irr. conjugated 
like oiivrir. 

Craiiitlre, to fear.— V. irr. Pres. part. 
Cnv)/iiat)(. — Pii. put. Craiiit. — Indicative 
mood, pies, tense : jecrains, (it crain.s, il craint, 
imii.'! cniif/nonfi, koks craif/nez, iJ-s crniguent.— 
Imperfect : Je craignaix, tu craiffiuiis, il crai- 
f/nail, nous eraif/uion.s, vous crait/niez, ih crai- 
(/iiaient.— Fast tense definite : Je ciaif^nis, tu 
craignix, il craignit, nou-f craigmniex, vmis crai- 
ginles, iU craignirent. — Future tense, regular. — 
Conditional mood, regular.— Imperative mood : 
Crains,rraigno>ht,craigiiez. — Subjunctive mood, 
pres. tense : Que je craigne, que tu craigiicd, 
gu'il craigne, que noufi craigiiioiis, que vou^- 
craigniez, qu'il.f craignent.— Past tense : ^ueje 
craignisse, que tu craignisses, qu^il rraignit, que 
noun craignLisions, que vous craignissiez, qn'ili 
craignissenl. 

All verbs ending in indre are conjugated like 
craindre. 

Crolre, to believe.— V. irr. Pres. part. 
Croi/ant.—FH. part. Cru. — Indicative mood, 
pres. tense : Je croin, tu crois, il croif, nou.i 
crogoris, vnuscroi/ez, ili croient.— Imperfect : Je 
crogais, tu crogais, il croguit, nous croyions, 
vous crogiez, Us rroyaient. — Past tense definite : 
Je crux, tu crus, il crut, nous ciiimes, vous 
criitfs, Us rrureiit.— Future tense, regular. — 
Conditional mood, regular. — Imperative mood : 
Crois, crogons, crogez. — Subjunctive mood, 
pres. tense: Que jf. croie, que tu croies, qu'il 
croie, que nous crogions, que vous crogicz, qa^ Us 
croient. — Past tense : Que je crwise, que tu 
crusse.t, qu^il criit, que nous crussions, que 
vous crussiez, qu'ils crussent. 

Croitre, to grow.— V. irr. Pres. part. 
Croissant. — Pa. part. (7;w.— Indicative mood, 
pres. tense : Je crois, tu cro'is, U croit, nous 
rroissons, vous croissez. Us croissent. — Imper- 
fect. Je croissais, tucroissais, il croissait, nous 
croissions, vous croissiez, Us croissaienf. — Past 
tense definite : Je criis, tu criis, U crut, nous 
criiines, vous criiffs. Us criirent.— Future tense, 
regular.— Conditional mood, regular. — Imper- 
ative mood : Crois, rroissons, croisscz. — Sub- 
junctive mood, pres. tense: Que je croisse, que 
tu croisses, qu^U croisse, que nous croisyions, que 
vous croissiez, quHls croissent. — Past tense : 
Que je crusse, que tu crusses, qu'il criu, que 
nous crussions, que vous crussiez, qu'' User assent. 

Cueillir, to gather. — V. irr. Pro- 
nounced as if spelled (in French) J.fiiUUr.— 
Pres. part. Cueillnnt.—Pfi. part. CueUU.—ln- 
dicative mood, present tense: Je cueUle, tu 
cueilles, il cueille, nous cueillons, vous cueiUez, 
Us cueillent.— Imperfect : Je cueillais, tu cut-il- 
lais, U cueiHait, itons cueilliom, vous rui^ifh'ez. 
Us rufiillnient.—Pust tense definite : .Te ciuillis. 
tu cueiUis, il cueillil, nous cueilHines, vouscudl- 
litp.s. Us ciifUHrent.— Future tense : Je caeille- 
rai, tu lueillfi.ras, U cueiU.fra, nous cueiVerons, 
vous cueillerez. Us cueiUeront. — Conditional 
mood : Je cueillerais, tu cueiUernis, il cueille- 
ruit, nous cxf^Ulerions, vous cueiUerif<z, ih cwU- 
lerrdfitt. — Imperative mood : Caeillf, cutiUons, 
cneillfz. — Subjunctive mood, pres. tense : Que 
je riifille, que tu cueilles, quHl cueille, que nous 
r.iteiUioris, que vous cueilliez, quHls cueillent.— 
Past tense : Que je cueillisse, que tu cueillisses, 
quHl cueiUit, que nous cueillissions, que vous 
cueillissifz, qu''ihs cueillissent. 

AcrueUlir and recueillir are conjugated like 
cueillir. 

Ciiire, to cook.— V. irr. conjugated like 
co7iduire. 



D. 



Dame, lady.— See Madame, or 618, 619. 
t>a»is.— Preposition corresponding to ?/i, 
into, and uithin, 112.— Has a precise and deter- 
mined sense. Is usually followed by an article, 
unless some other definitive comes after it, as 
ce, rette, un, une, etc. 191. 

De.— Prep. One of the most important 
among the French prep. Generally corres- 
ponds to of and from, in English ; but beside.s 
is often rendered by to, with, hg, on, in, or by 
the sign of the possessive case ('.•.•), 16. 

When it precedes a word beginning with a 
vowel or an h mute, the e is suppressed and an 
apostrophe substituted for it, 11. This elision, 
however, does not take place before onze, 
eleven, onzieme, eleventh, 229. 

This prep, is required between an adv. of 
quantity and a subst. 39. 

Is also used as a determinative, either alone 
or combined witii the article le, la, les, 9.3. See 
AuTiCLK.— The art. is suppressed, and de alone 
is employed, when the subst. is preceded by an 
adj. 103. 

The prep, de must be repeated before each 
subst., adj., pron., or v. which it governs, 109. 
The prep, in, required in English after a su- 
perlative and before the name of a place, is ren- 
dered by de and not by dans, 128. 

List of verbs which govern the infinitive with 
de, 189 ; with either h or de, 190. 

De sometimes governs apies, after; avc, 
with ; en, in ; entre, between ; cliez, in the liouse 
of ; par, by ; prbs, auprks, near, 223. 

Hetween a v. and a subst. denoting the cause 
of the state or action which this v. expresses, 
or the thing made use of to attain to it, the 
prep, icilh is very often rendered in French by 
de, 265. 

De must be prefixed to an adj. which follows 
rien, nothing, or an indefinite expression, such 
as quelque chose, something, any thing ; quoi 
que ce soit, any thing whatever, 411. 

The choice between de and par after a pas- 
sive v. is sometimes a cause of doubt, even for 
the French. In general, de is preferable be- 
tween a passive v. and the name of the agent, 
when the v. expresses a feeling, as cheri, esti- 
me, and par is more properly employed when 
the V. expresses an action, as hattre, punir, 648. 
V/hen mieux, better, is followed by two in- 
finitives, dels placed before the second, even 
though the first be not preceded by this prep. 
G74. 

The word than is rendered by de, instead of 
que, afier plus, more, and moins, less, when 
these adv. are followed b^/ a numeral adj. or 
subsr. 676. 

jy6. — Prefix. Inseparable particle, often 
negative like dii (see 250), but sometimes hav- 
ing the sense of the prep, de, from, and deno- 
ting extraction or removing, 519, § 1. — It be- 
comes DES before a vowel, 519, § 2. 

I>4cevolr, to deceive.— V. irr. conjuga- 
ted like apercevoir. 

D^-clioir, to decline.— V. irr. No. pres. 
pait. — Ph. part, der.hu. — Indicative mood, pres. 
tense : Je dichois, tu dirhoi-t. il dechoit, iious 
derhogons, vous dechrn/ez. Us dechoienf. — Im- 
perfect tense, not in use. — Past tense definite: 
Je deck us, tu dicJius, il dechut, nous dechicmes, 
ijous derhutes, Us dechurent. — Future tense: 
Je dficherrui, tu decherras, il decherra, nous 
decherrons, vous dccherrez. Us decherront. — 
Pronounce rr as double. — Conditional mood : 
Je decherrais, tu decherrais, il decherrait, nous 
decherrions, vous decherriez. Us d^cherraient. — 
Pronounce rr as double. — Imperative mood • 
Dichois, dechoyons, dechoyez. — Subjunctive 



INDEX. 



681 



mood, pres. tense : Que je dexhoie, que tu di- 
choief, qti'il dechoie, que nous dechoyion.i, que 
vous dechoyiez, qa'ils dt'choient. — Past tense : 
Que Je dechusye, que tu dechusie", qu'il dechiit, 
que noun dechusxionx, que vo'ts decfiussifz, 
qu'ils derhnsf.eut.—lt is conjugated with avoir, 
when it expresses an action ; and with Hie, 
when it expresses a state. 

De craiiile que, lest.— Conj. followed 
by the subjunctive luood, 244. 

Decluire, to deduct. — Y. irr. conjugated 
like coudiiire. 

Defaillir, to faint. — V. irr. used only in 
the following forms. Pres. part. De/aiUant. — 
Pa. part. DefailU. — Indicative mood, pres. 
tense : Noun defaillons, vou-i de/ail/ez, ils de- 
/nillent. — Imperfect : Je de/uillais, tu de/ail- 
Inis, il de/aill'iif, iioufi fle/aillioni, voux difait- 
lifz, ils de/ailliiient.—Fa.iit tense definite : Je 
de/ailli.1, tu dfi/uilHx, il de/aiUit, nous defail- 
limes, vouf! de/aillites, ils de.faiUirent. — In the 
past tense indefinite : J'ui defailli, etc., and in 
the infinitive. 

Degrees of comparison.— Are 
not usually formed in French by means of a 
termination ; but by placing before the adj. or 
adv. one of the following adv.: aussi, as ; plus, 
more, most ; moins, less, least ; tren,/orl, bien, 
very, 114. 

Delice, delight.— Masc. in the sing, by 
exc. 15 ; fern, in the pi. 

De meme que, in the same manner 
as.— After this connective placed between two 
snl)ject subst. the verb agrees with the first 
subject only, 675. 

JOeuie urer, to dwell.— Conjugated with 
avoir, when the subject has ceased to be in a 
place ; with elre, when the subject is still in 
the same place or condition. 

Ucini, half. — When this adj. follows a 
subst. it takes its gender, but always remains 
in the sing. 358. — It is invariable": before a 
subst. 691 ; — and in compound adjectives, 668. 

Demoiselle, lady. —See Mademoi- 
selle, or 621, 622. • 

De moil sti'ativc.— See Adjectives 
and Puo.sou.NS. 

De peur que, lest.— Conj. followed by 
the subjunctive mood, 244. 

Des.— Art. pi. — Contraction of f7e lei, 113. 

Dessous.— Is either an adv. signifying 
•under or htloir, or a subst. signifying under 
part. It is seldom used as a prep. Au-dessous, 
under, beneath, below, is always an adv. un- 
less it be followed by de, in which case it be- 
comes a prep, and requires a regimen. The 
same observations are applicable to tZe«»iis, 634. 

Dcgsus, on.— See Dessols. 

Detruire, to destroy.— V. irr. Conjuga- 
ted like ruiidnire. 

Devaiit, before.— Prep, denoting place 
and corresponding to be/ore, in /rout of, oppo- 
site to. ahfud of. It is also used as an adv. 
186.— Must not be confounded with arant, 327. 

Dc^VOlr, to owe, ought. — V. irr. Pres. 
part. Dmint.—Vsi. Bart./>u.— Indicative mood, 
j)res. tense : Je dois, tu dois, il doit, nous de- 
vons, vous devez, its doivent. — Imperfect : Je 
devais, tu dfrais, il denait, nous devions, vous 
deciez, ih der(tient.—Va.^t tense definite : Je 
dus, tu dus, il dut, nous diirnes, vous dittes, ils 
durcul. — Future tense : Je deerai, tu dearas, 
il dfcra. nous dfvrons, vous decrez, ils derront. 
— (Conditional mood : Je devrais, tu devrnis, il 
derrriil, nous devrions, vous devriez, ils de- 
vrairui. — Imperative mood : Dois, der.ous, de- 
?•/:;.— Sul<junctive mood. pres. tense: Que je 
doivf, que tu doires, quHl doive, que nous de- 
rions, qw roim di-riez, qu'ils doiueni, — Past 
tense : Quf }- dutse, que In diiss&s, qu'il dii' qur, 
nous du!:'-ioiiS, que ruus dusKiei. qu' ih du^sent. 



The English verb ought, being defective, has 
no form corresponding to the pa. part, du. 
This deficiency gives rise to different construc- 
tions, which may all be reduced to a single 
one in French : dii forming a compound tense 
with the auxil. v. avoir, and being followed 
by an infinitive, 647. 

Dieresis.— The dieresis (■ ■) placed over 
one of two vowels, denotes that they are to be 
separated, 538. 

DimensiOii. — In English, the usual 
manner of expressing dimensions is to employ 
the V. to be, with the noun of measure followed 
by an adj. as : An eel ichich was three feet 
long. In French, the v. ttre may also be em- 
plo3'ed, with the adj. and the prep, de preceding 
the measure, thus : Une anguille quietait longite 
de trois pieds ; but the construction with the 
V. avoir is more commonly used, thus : Une 
anguille qui avail trois pieds de longueur. The 
measure immediately follows avoir and pre- 
cedes de and a sub.-it. of dimension, 356. — When 
neither etre nor avoir is used, an adjective of 
dimension, with de, maj' precede the measure, 
thus : Une anguille longue de trois pieds ; or 
the measure, with de before and after it, may 
precede a substantive of dimension, thus : Une 
anguille de trois pieds de longueur, 357. 

Dire, to say.— V. irr. Pres. part. Disavt. 
— Pa. part. /)i7.— Indicative mood, pres. tense : 
Je dis^ tu dis, il dit, nous disons, vous diies, ils 
duent. — Imperfect : Je di.-iais, tu disais, il di- 
.««?■<, nous disions, vous disiez, ils disaient. — 
Past tense definite : Je dis, tu dis, il dit, nous 
dimes, vous dites, ils dirent. — Future tense, reg- 
ular. —Conditional mood, regular. — Impera- 
tive mood : Dis, disons, d?7'«.— Subjunctive 
mood, pres. tense : Que je dise, que tu dl^es, 
qu'il dise, que nous disions, que vous disiez, 
qu'ils disent. — Past tense : Que je disse, que tu 
dis.ies, qu'il dit, que nous dissions, que vous dis- 
siez, qu'ils dissent. 

Eedire, to say again, is conjugated exactly 
like dire. 

Contredire, to contradict ; dedire, to gain- 
say; interdire, to interdict ; mddire, to slander ; 
and predire, to foretell, are conjugated like 
dire, except that the second person pi. of the 
pres. tense indie, mood, and the same person of 
the imperative is contredisez, dedisez, inter- 
disez, medisez, and predisez. 

Slaudire. to curse, is conjugated like the reg- 
ular verbs in ir ; but its pa. part, is maudit. 

Dis. — Prefix. Inseparable particle, which 
has two very different meanings in the compo- 
sition of words : the first, negative, as in dis- 
qiare, the second intensive, denoting diffusion, 
or increasing the import of the radical word, as 
in distendre. It is sometimes shortened into 
di, as in diminuer, to diminish ; and sometimes 
changed into dif, when the radical begins with 
/. Among the derivatives formed by means 
of this particle, many are nearly the same in 
both languages, 250. 

Don t.— Relative pron. of both genders 
and numbers. It is used in speaking of per- 
sons or of things. It has the different signi- 
fications of de qui, dequoi, du<iwl, dr. luqurlle, 
desquels, and de.'.quclles ; and therefore corres- 
ponds to the English expressions uhose, of 
whom, from whom, of uhich, from tchirh. 
Although these pronouns have the same mean- 
ing as '/o;i<. they cannot be used indiscriminate- 
ly for it, 441. 

Dont is generally used after ce, rather than 
de quoi, 444. 

When ilont signifies irhose, and accordingly 

determines the sense of ft subst., that subst. 

i must nlwavs be pioceded by the article ; and, 

, If it is the" regimen of a v., it must be placed 



582 



INDEX. 



after the v., instead of following the pron. as it 
does in English, 485. 

If the 8ubst. determined by dont is the sub- 
ject of i!ie verb, it occupies the same place as 
in English, but is still preceded by the art. 486. 

Dont is never preceded by a prep. Accord- 
ingly, when whoae follows a prep, it must be 
rendered by tiuquel, de laquellf, desqueJs, or des- 
quelles, placed after the subst. in connectioa 
with ichofe, 499. 

^S'^hen of which is used in the sense of ichose, 
and rendered by dont, the construction is the 
same as that pointed out by rules 485 and 486, 
and this pron. must never follow the subst. 
which it determines, 550. 

I>ormir, to sleep. — V. irr. Pres. part. 
Dormant. — Pa. part, regular. — Indicative 
mood, pres. tense : Je dors, tu dors, il dort, 
non.i dorniom, voas donnez, its dorment. — Im- 
perfect : Je doiniai.i, tu dormais, il donnait, 
7IOIIS itonnion.i, vous dormiez, ih dormaie.nt. — 
Past tense definite, regular.— Future tense, reg- 
ular. — Conditional mood, regular. —Impera- 
tive mood : Dor.<i, donnons, donnez. — Subjunc- 
tive mood, pres. tense: Que Je dorine, que tu 
dormer, qu^il dorine, que nou.f dormions, que 
vou<> dormiez, qu'ils dorment.— P&st tense, reg- 
ular. 

Du, of the, from the.— Contraction of de le, 
148. 

Du moius, at least.— After this adv. the 
subject pron. may follow the v. 228. 



E. 



E, EX, Prefix.— Inseparable particle, sig- 
nifying /Vo/n, out of ; it generally denotes ex- 
traction or derivation. Most of the words into 
which it is incorporated have their correspon- 
dents in English nearly similar, 363. 

E, ES, S. Prefix.— In many words, com- 
ing for the greater part from the Latin, and 
originally beginning with s and another con- 
sonant, the vowel e has been prefixed to s, for 
the sake of euphony, as : e.'^vare, space, etc. 
60J, § 1.— Some of these words have now lost 
the s which was preserved in old French, as : 
itahle, stable, etc. 600, § 2.— It often happens, 
however, that in the derivatives of such words, 
the euphonic e is suppressed and the ."! is re- 
stored, as : studieax, fr. dtude, study, etc. 600, 
§3. 

E, final.- When a termination beginning 
with a vowel is added to a word ending in e 
mute, the e mute is suppressed, as in quatri- 
hrn'>, fr. qwitre, 90. 

feclxoir, to fall, to become due.— V. irr. 
Pres. part. E-hAaat. Pa. part. J57i«.— Indic- 
ative mood, pres. tense : J'echois, tu echoic, 
il echoit, 7wns echoi/ons, vous erhnyez, Us 
ichoient. — Imperfect, not in nse. — Past tense 
definite: J'echns, tu icJuis, il erhut, nous ichv.- 
*ne-«, vous echutex. ils ichnrent. — Future tense : 
J^echerrai, tu echerrux, il echerra, vous echer- 
rons, vous echerrez. ils icherront. Pronounce 
rr as double.— Conditional mood : J'echerrais, 
tu di-herrais, il ^cherrail, nous erherrions, vous 
icherriez, ils i?cherraient. Pronounce rr as 
double. — No imperative mood. — Subjunctive 
mood, pres. tense, not in use. — Past tense : 
Que fe'-husse. que tu /'chusses, quHl dchiit, que 
nous echassions, que r.ous e'-.hitssiez. qn'ils 
dchussent. — Scarcely ever used but in the third 
persons, sing, and pi., in the infinitive and the 
participles. 

ifeclore, to hatch. — V. irr. Used only in 
the infinitive mood ; the pa. part. 4r!os : in the 
third persons, sing, and pi., of the following 



tenses: Indicative mood, pres. tense : II Mot, 
ils iclosent.—VnUivQ tense: II 6(ldra, ils Md- 
ront. — Conditional mood : // eclorait, ils Mb- 
raient. — Subjunctive mood, pres. tense : qu^ il 
eclose, qu'ils dclosent ; — and in the compound 
tenses with etre, 337. 

!l&crire, to write. —V. irr. Pres. part. 
Scrivant.—VA. part. JSrJtV. —Indicative mood, 
pres. tense : J'ecris, tu 6cris, il ecrit, nous icii- 
vons, vous ecrirez, ils 6crivent. — Imperfect : 
J^ecriunis, tu ^crioais, il ^crivait, nous Scricions, 
vous ecririez, ils dcricaient.— Fast tense defi- 
nite : J'^criois, tu irrivis, il 6rrivit, nous dcri- 
viuies, vous icriv'ttes, ils Scrivirent. — Future 
tense, regular.— (/onditional mood, regular. — 
Imperative mood : jSrris, icrivons, 4<rive.z. — 
Subjunctive mood, pres. tense : Que ficrive, 
que tu derives, qu'il krrive, que nous ecrivions, 
que vous Acriviez, qu'ils t^criomt. — Past tense : 
Quej'dcrivisse, quetuicrivisses, qu'il ecrivit, que 
nous dcrivissions, que vous ecrivissiez, qu'ils 
6crwissent. 

EE. — This termination in substantives 
commonly denotes the whole, the sum total of 
that which is expressed by the radical, as in 
journie, a whole day, from jour, day. This 
termination also corresponds in many substan- 
tives to the English termination yW, or full, as 
in houchie, mouthful, fr. Louche, mouth, 329. 

EER. — Termination. Verbs ending in 
der retain the acute accent, in all their forms, 
555, § 2. — Their pa. part, ends in ed in the 
masc. 52, and in dee in the fem. 53. 

EGrEK,.— Termination. "Verbs ending in 
dfjr'.r retain the acute accent in all their forms, 
555, g 2. — In their conjugation, the g is always 
followed by e mute before the vowels a, o, 274. 

ElZi. — Termination. Adjectives ending in 
eil form their fem. by doubling the final conso- 
nant, and adding e mute, 184. 

EIj. — Termination. There are about 
ninety adjectives ending in el in French and in 
al in English, with scarcely any other differ- 
ence than the change of a into e, 217.— Adjec- 
tives ending in el form their fem. by donbling 
the final consonant, and adding e mute, 184. 

ELiEIi.— Termination. Verbs ending in 
eler, as appeler, to call, double the consonant I 
before e mute, thus : J'appelle, nous appelle- 
rons, 467, § 1. — According to the French Acad- 
emy, the following verbs are excepted : hnur- 
reler, to torture ; celer, to conceal ; deceler, to 
disclose ; ddgeler, to thaw ; fjelur, to freeze ; 
harreler, to harass ; yx-ler, to peel. In these 
the I is not doubled, but a grave accent modi- 
fies the sound of the first e, just as a double 
consonant would do, 467, § 2. — The termination 
e^ermust not be confounded with the following. 

EliER..— Termination. Verbs ending in 
dler, as reveler, to reveal, change the acute ac- 
cent { ') into a grave accent (') without-doubling 
the I before e mute, thus : Je rev'ele, 467. § 3. 

Elision. — When the monosyllables, .;>, 
me, te, Sf, ne, que, ce (pron.), le, and de pre- 
cede a word beginning with a vowel or an h 
mute, the vowel e is suppressed and an apostro- 
phe is substituted for it. Za loses its vowel in 
the same case, II.— There is a peculiarity in 
the word onze and its derivative onzihme : al- 
though they begin with a vowel, the elision or 
suppression of e in que, le, la, or de, when any of 
these words precede them, does not take place, 
229. — The elision of the e m jusque takes place 
before the words h, an, (nix, and id, 54. — 'I'be 
elision of the i in si takes place onlv before tlie 
pron. il and its pi. vV.*, 122,— The elision of tlio 
final e in qwlqne is tiilmitted only before the 
words uii and aiifre. i-15.— The elision of tlie 
final e in entre is authorized only in compounds, 
such as entr'actf, etc. It would be improper 



INDEX. 



583 



to write entr'eux, as enlre and eux do not form 
a compound word, 210. 

Elle. — Personal pron. corresponding to 
xZ/e, her, and il. It is fern, and sing. EUes is 
fem. and pi. and corresponds to they and them. 
Both are used as subjects referring to persons 
and to things. They are also u.sed as regimens 
md then refer to persons more frequently than 
to things, 156. 

EM.— Prefix. Stands for en before b, m, 
and p. See Ex, prefix. 

ilME,EME. Termination. Substan- 
tives ending in erne or tine are masc. 420, § 1. 
— The exceptions are hireine, bireme ; trireme, 
trireme, and creiue, crearn, which are fem. 
420, g 2. 

EMMEXT.— Termination. Adverbs of 
quality are derived from adjectives ending in 
e/(<, by changing this termination into eminent, 
in which the first e has the short acute sound 
of the a in fat, 260.— The exceptions to the 
foregoing rule are ; leiU'eiiient, fr. lent, slow \ 
pre-JHiteiiuml, fr. present, present ; and vehe- 
inenteinent, fr. vthAintnt, vehement, 261. 

ElV. — Prefix. Inseparable particle, almost 
identical with in, when in. is not negative t2.S4). 
It serves to form verbs, some of which are 
nearly the same in both languages, 515, § 1. — 
En becomes em before 6, m, and j), 515, § 2. — 
It is sometimes redundant, or at least used 
when no corresponding syllable is added in 
English, 515, § 3. 

Ell. — Relative pron. which sometimes re- 
fers to persons, but is more frequently applied 
to things. It is invariaV>le and of both genders 
and numbers, 268, § 1. — It is generally equiva- 
lent to de.la, de rela, de ltd. d'cUe, deux, d'eUes, 
and in consequence is rendered in English by 
i/ienre, of that, o/hirn, of her, of it, of ihein, or 
from thai, by that, tcilh that, etc., 268, § 2.— In 
speaking of things, it is often substituted for 
the possessive adjectives wn, sa. ses. leur, 
Icnm. and then it corresponds to il-x and their, 
268, §.S.— It is sometimes partitive and signifies 
some or «/i.y, 263, § 4. 

When it^ and their refer to a thing which is 
not the subject of the proposition, they are 
rendered by en. Til. 

En, when it is a pronoun is always placed 
before the verb, except in the imperative 
mood, 278. 

When Rome or any is the direct reg^imen of a 
verb, it is rendered by en, 484. 

The pron. en, signifying of it, of that, of 
'Item, is employed in French vrith adjectives of 
number or adverbs of quantity, when there is 
an antecedent in the phrase, 577. 

The pr. ea is sometimes employed without 
-eference to any thing clearly defined, and is in 
fact a mere expletive. The English expres- 
sions, To make a niffht OF IT, To luj.ce the icornt 
OF IT, may serve to explain this redundancy, 
59.5. 

E n .—Prep. Its sen.se is the same with that 
of dani>. in ; but these two prepositions cannot 
be used indiscriminately, 183. — En has a vague 
rind indefinite sense, being verj- seldom fol- 
lowed by a definitive, 191. — En is the only prep, 
that immediately precedes the pres. part. 192. 
— It must be repeated before each subst., adj., 
pron., or v. which it governs, 109. — It may 
be governed by de, 223. — The prep, on, used in 
Engli>h before the pres. part, to denote the 
time at which any thing happens, is rendered 
in French by en. .374.— The prep, by, used in 
English before the pres. part, to denote the 
means or the manner of doing any tiling, is 
rendered in French by />n, b2\.—En remains 
nasal, even when its n coalesces with the initial 
vowel of another word. 

Eu cas que, in case that.— Connective 



which is followed by the subjunctive mood, 

EjVCE. — Termination. Belongs to sub- 
stantives which are the same in both lan- 
guages, 167. 

Encore, yet, still.— After this adv. the 
subject pron. may follow the v. 228. 

Encore que, even though. — Connec- 
tive which is followed by the subjunctive 
mood, 244. 

Enfant, child. — In the sing, it is of 
either gender, according to the sex of the child 
referred to (8;; but in the pi. it is always masc. 

Enseigne, sign, ensign. — Fem. in the 
sense of sign or sign-board, 15 ; masc. in the 
sense of ensign or midshipman, 8. 

ENT. — Termination. Common to adjectives 
and substantives, about 130 of which are the 
same in both languages (45). 

Termination of the third person pi. in every 
tense, except the future. The three letters ent 
are silent. 

Entre.— Prep, corresponding to between, 
betwixt, among, and amongst. The elision of 
the final e in this word is authorized only in 
compounds, such as entr'acte. It would be'im- 
proper to write entr'eux, as entre and eux do 
not form a compound .word, 210. — It may be 
governed bv de, 223. 

EXTRE.— Prefix. The prep, entre (210) 
which sometimes retains its Latin spelling, 
inter, forms various compounds, some of which 
are nearly similar in English, 249. 

En vain, vainly.— After this adv. the 
subject pron. may follow the v. 228. 

Envoyer, to send.— V. irr. only in the 
future tense and the conditional mood. Fut. 
J'enverrai, tu enverras, il enverra, nous enver- 
ronx, vous enverrez, ih enverront. — Cond. J'en- 
verrais, tu enverraia, il enverraif, nous enver- 
rions, vous enrerriez. Us enverraienf. — See also 
verhs in TER. 

ER. — Termination of about five thousand 
French verbs in the infinitive mood, 121. — 
Termination of adjectives used substantively, 
159 

ERIEI7R. — Termination. Adjectives 
ending in erieur form their fem. according to 
the general rule, 667. — See also 401, 402. 

ES, initial.— See E or 600. 

ESSE.— Termination added to about 40 
adjectives, to form them into substantives. It 
denotes the abstract of that which is expressed 
by the radical, 442. 

E.st (11).— Is sometimes nsed with the 
impersonal signification of // ya (there is. there 
are), but denotes a more general statement, 
and b&sides is less familiar, 681. 

Est-ce que. —Interrogations, iji 
French, are often formed by placing ent-ee que 
before the subject, followed by the verb, as : 
Est-ce que roim narez? Do you know? JS.w- 
eeque vous pensons ? Do we think ? This form 
is familiar, 87. 

Et, and. — The t is invariably mute, except 
in et cfjeteiu.—Et must not be compressed be- 
tween two adjectives which precede or follow 
a subst. 59. — After rinyl. treule, quarante, rin- 
quante, mtixante, and niiUe. the numeral adj. 
M/j requires the conj. et before it. Dix requires 
it only after soixunte. In any other combina- 
tion of numbers, the conj. el is not employed, 
359. 

ET.— Termination. Adjectives ending in et 
form their fem. by doubling the final conso- 
nant, and adding e mute. 184.— The exceptions 
are : Complel, concrel, dvicret, inquiel, replet, 
Htrret. 

ifcte, been.— This participle is invariable, 
511. 

ETER.— Termination. Verbs ending in 



584 



INDEX. 



eter, as jetei\ to throw, double the coiisoiian*; t 
before e mute, thus: Jt jitte., nous jilUronK, 
467. § 1. — The following verbs are exempted : 
AcheUr, io buy ; hecqueter, to peck ; dec-nl/ilfr, 
to b«ie the neck ; rarlicter, to redeem. In lliyse 
the t is not doubled, but a grave accent molli- 
fies the sound of the first e, just as a douljle 
consonant would do, 4G7, § 2. The termination 
eter must not be contbunded with tlie Ibllowinf^. 
ETER,.— Termination. Verbs ending in 
elcr, as repetei-, to repeat, change the acute 
accent (') into a grave accent (^), without 
doubling the t before e mute, thus : Je rephle, 
i-')7, S 3. 

Et que, and that.— Connective followed 
by the subjunctive mood, when it is only an 
abbreviative form of a connective phrase al- 
ready expressed and requiring tlie subjunctive, 
24-1. 

Etre, to be.— One of the two auxiliaries. 
It serves to form the passive voice. It is also 
used in the compound tenses of certain verbs, 
particularly the pronominal ones, 125, 338. 

ETTE.— Termination. Diminutive, found 
in about 300 substantives, some of which have 
their correspondents in English ending in et, 
345. 

EU.— Termination. Substantives ending in 
eu foini their pi. with x instead of .v, 232. 

EUR,.— Termination. In abstract substan- 
tives, denotes a state or a qualify.— Most of 
such substantives are derived from'adjectives, 
as (irandfiir, fr. grand. 94. — Abstract substan- 
tives ending incur are fem. 95. — The excep- 
tions are : Bonheur, deshouneur, hwineur, la- 
heur, malhfiur. 

Many substantives are formed from verbs by 
means of the termination fur, which denotes 
the agent, or the person who performs the ac- 
tion expressed by the v. This termination 
corresponds to the English termination er as in 
7eadn\ fr. the v. to read, 243. 

Adjectives ending in eur have their fem. in 
enne when they can be derived from a pres. 
part, by changing the termination ant into eur, 
as : flaltmit, fltdtenr, fr. the v. flatter, 401. See 
also the terminations irieur and teur. 

EUX.— Termination. Found in a great 
number of adjectives, about 200 of which end 
in ounm English, without any, or with scarcely 
any other difference, 1-41. — The fem. of these 
adj. ends in ense, 142. 

Eux.— Personal pron. generally corre- 
sponding to them, and sometimes to thty. It 
is masc. and pi. 211. 
EX. -Prefix. See £ or 363. 
Excpte, except,— Pa. part, of the v. 
excepter, employed as a prep, and as such pre- 
cedes the subst. which it governs and is inva- 
riable, 673. 



F. 

F.— Termination. Adjectives ending in f 
form their fem. by changing this termination 
into ve, 251. 

Faillir, to fail. — T. irr. Pres. part. 
FaiUutit. — Pa. part. /ai7?i.— Indicative mood, 
pres. tense : Je faux, In. faux, it /nut, nous 
faillon.t, rou.s faiUez, iJ.s /iii'Hent. Scarcely ever 
used. — Imperfect : Je J'a.illais, in /'ai/l'ai.^: il 
faillait, noun /ui!Uo,7s, roiis fiiilli^z, -ih fail- 
laie.nt. Scarcely ever used. — Past tense defi- 
nite : Je/air/i.%'tH/u:iJis. 41 fa HI if, 7i/y,i.^ fail/i- 
mea, vouft failiitcs. Ha /(tiliirtnt. The other 
simple tenses are not in r.se. 

Eaire, to do, to make. Y. irr. Pros. part. 
Faisant. — Pa. part. J'ai?.— Indicative mood, 
pres. tense : JeJ'ais, tuj'ais, il/ait, noui^/aisuns. 



voiis faitM, lis /,))d.— Imperfect : Je fav<ai.i, tii 
/aisaix, il faimiit, nouc /aisioiis, vou.i faisiez, 
il^jaisait'ii/.— Va^i tense definite: Jejis, tu /is, 
iljil, nous fimr.s, vous fitrs, il.s Hretit.—FwUwf. 
tense : Ji- /fiai, tu/aas, il /era, noun feronx, 
voii.s- ffi ez, Hn /:-/n„^— Conditioniil mood: Je 
ftrais, tuf>rois, il /.,,u/, „o,ii /et ions, vons 
/eiiez, ih /eraii,a.~ Ivniierative mood : Fais, 
/aisoiis,/ait(s. — Subjunctive mood, pres. tense : 
Queje/usse, que tu/agses, qu'il/anne, que nous 
/as.sion.1, que voux /assiez, qu^ih /assent. — Past 
tense : Que je Jis.ie, que tu Jis.ses, qu'il /it, que 
nous ^fi.ision.s, que vous /.v.viVz, qu'ils _fi.ise7U.— 
Many persons pronounce the vowels ui like the 
e in /other, in /ai.taut,/aisMis, and in the whole 
of the im]).erfect tense. 

Faire is commonly employed in phrases 
which denote that distance or space is gone 
over, as : /aire 7in pan, to take a step, etc., 375. 
Fail) contsiHinils (o the v. to he, when em- 
plovL'ii irii|i.'rsoiially in speaking of the weath- 
er, as : il /,nl /,oi,l, it is cold, 654. 

Faire, tbilowed by an iniinitive, often signi- 
fies To cause something to be done. To order 
it to be done. To have, or to get it done, 627. 

Va hen /aire is followed by an infinitive, it re- 
quires an indirect regimen "if tlie infinitive has 
a direct one. The regimen of /a;/ <^ would be 
direct, if the following inliniiive had no snch 
regimen. The reason of this is, that the v. /aire 
so identifies itself with the next v., that both 
together are considered as one v., which is 
always active. Now, an active v. cannot have 
more than one direct regimen ; so that if there 
are two regimens, one of them must of course 
be indirect, 89. 

When/crr/eis followed by an infinitive, the 
regimen must not be placed between the two 
verbs. If it is a pron. it must precede /aire ; 
and if a snbst. it must follow the second verb, 
548, § 1.— The imperative is the only mood in 
which the regimen, if a pron., is placed be- 
tween /(n'/e and the next verb, 548, § 2. 

Eallolr, must. — V. irr. used only in the 
third person sing.— No pros, part.— Pa. pari. 
J'a7/M.— Indicative mood, pres. tense: II /aut 
— Imperfect tense : Il/ullait.—T&at tense deC 
nite : 11 /allut. — Future tense : // faudra.. — 
Conditional mood: Il/audrail. — No imperative 
mood.— Subjunctive mood, pres. tense : Qu^i. 
/aille.—Fast tense : Qu'il faVid, 287. 

This verb, being impersonal, is generallyfoJ- 
lowed by the subji.nctive mood, 130.— How- 
ever, in phrases in which the subject is unde- 
fined and may be anybody, the v. that follows 
/alloir may he employed in the infinitive mood, 
or in the subjunctive, with the indefinite pron, 
on as a subject, 296. 

Feinclre, to fe'gn. — V. irr. conjugated 
like craindre. — Governs the infinitive with 
de, 189. 
Feminine.- See Genders. 
Few, late. — The adj. /eu, deceased, de- 
funct, late, varies in gender only, not in num- 
ber, when preceded by the article or a posses- 
sive adj. Otherwise it is invariable. It never 
follows the subst. and is seldom used in collo- 
quial language. 

FIER.— Termination. Fr. the Latin .M?, 
to become, or /acere, to make. Corresponds to 
the English termination ///, as in Justijier, to 
justify, 540. 

Fleuirir, to bloom. — This v. is regular 
in the sense of to hlooni ; but in the sense of to 
befloiiri.Jtinff, the third person sing, of the im- 
perlect is flori.^sait, and the pres. part, jftori- 
saiit. 

Foi't. — As an adj. signifies ^-trmnj. As an 
adv. is often used iii the s^nse of lery, as a 
synonym of /jv-.v and /<<>/), ll-i. 
Foil, mad.— Fo.nneily /ol^ which is still 



INDfJX. 



585 



used before a subst. beginning with a vowel or 
an h mute. The iem. of fo'i and/b/ isfoUe. 

Frire, to try. — X. irr. and defective. — Xo 
pres. part.— Pa. p-Axx.frit. — Indicative mood, 
pres. tense, in the sing, only: Je fri% (u frU, 
il frit. — Xo imperfect tense. — Xo past tense 
definite. — Future tense, regular. — Conditional 
mood, regular. — Imperative mood, in the 
second person sing, only : Friy. — Xo subjunc- 
tive mood. The forms which are wanting are 
supplied by means of /Vti;e before fiire, thus : 
Nonx /aison.t J lire, we fry. 

Fuir, to fiee.— V. irr. Pres. part. Fayanf. — 
Pa. part. Fui. — Indicative mood, pres. tense : 
Je fuis, tii/tii.1, il fiiit, nous finjonx, vo'xitjayez, 
ilx fnient. — Imperfect: Je fuyais. tu juyais, il 
ftiyail, noux/uyio/ix, vous/uyi^z. ih f'uyaient. — 
Past tense deOnite regular. — Future tense, reg- 
ular. — . Conditional mood, regular. — Impera- 
tive mood- Fiiix, fiiyons, fuyez. — Subjunctive 
mood, pres. tense: Que je faie. que ta faies, 
qu'if fitie, que unus f-iyiomt, que cous fayiez, 
qn'ilx/uient. — Past tense, regular. 

Fature tense.— This tense is formed 
b^ adding the following terminaiiotis to that of 
the infinitive mood, the final e being suppressed 
in the verbs in re : — iii. as, a, ons, ez, ont, 565. 
— The pre-ient tense, used in English to point 
out the relative time of a future action, must 
be rendered in French by the future, S.'il. — 
When a v. is preceded by an adv. or a conj. of 
time, as tchen, while, ai soon a-, etc. and when 
the future tense is implied from the reference 
of that V. to another v. in the future tense (334) 
or in the imperative mood, the present tense, 
generally employed in Kng-lish. must be ren- 
dered by the future in French, 472. 



G. 



Genders.— There are two genders: the 
masculine and the feminine, 1.— .A.11 the sub- 
stantives in the French language are either 
ma.sc. or fem. There is no neuter gender, 12. 
— The gender of substantives is determined 
either by the sex or by the termination, 13. 

All the names of males are raasc. whatever 
may be their termination, and all the names of 
females are feminine, 8. 

Substantives ending in any other termina- 
tion than e mute are generally niasc. 14. — Sub- 
stanti ve.-< ending in e rnute are generally fem. 15. 

Subst. ending in ice are masc. They are for 
the most part the same in both languages, 20. 
— The following words are fem. by e.xc. : acu- 
rire, ciottri'-e, epire, helire, iininomlire, justice, 
injiihtice, lice, malice, viatrice, milice, notice, 
office (pantry), police, preinicex, tarice, 21. 

The names of languages are masc. unless 
they are employed as adjectives with the word 
/u/i/yif, 120. 

Those parts of speech, which, without being 
substantives, are accidentally used as such, are 
masc. 181. 

Subst. ending in nge are raasc. 215.— The 
following are fem. by e.xc: umhagen, cige, 
hi/p'illaffe, inifif/e. iinqe, page, plage,' rage, 2lt). 

Subst. ending in tkre are masc. 246.— The fol- 
lowing are fem. by e.xc: urtire, entire, pa- 
Ure, 247 



I lowing are fem. by exc: chartre, dartre, ipt- 
I tre, fenetre, guelre, Tiultre, lettre, loutre, mitre, 
montre, outre, piastre, poutre, rencontre, vi- 
tre. 342. , 

In the system of weights, measures, and coins 
now established in France, all the words iu the 
nomenclature are masc. 347. 

When adjectives are employed as substan- 
tives, or when they become real substantives, 
they are of the masc. gender, 405. 

Subst. ending in enie or enie are masc. 420, § 
1. — The following are fem. by exc: bireme, 
trireme, crime, 420, § 2. 

Subst. ending in He or yle are masc. 502, § 1. 
— The following are fem. by exc: argile, bile, 
file, liuile, lie, pile, sebile, tuile, vigile, 502, § 2. 

Subst. ending in ixvne are masc. 545, § 2. 

Snbst. ending in cle are masc. 545, § 1.— The 
following are fem. by exc. : besides, boucle, 
(Ubdrle, escarboucle, made, manicle, sa/iicle, 
545, g 2. 

Subst. ending in asme are raasc. 589. 

Subst. ending in toire are masc. 590, § 1. — 
The following are fem. by exc: decrottoire, 
echappatoire, ecritoire, eupcUoire, htntoire, im- 
peratoire, vicloire, 590, § 2. 

All the names of simple bodies or chemical 
elements are masc. 602, § 1.— Those which end 
in e mute and which accordingly form excep- 
tions to the general rule (15) are : Oxygene, hy- 
drogene, azote or nitrogene, souf're, tellure, 
chlore, brbne, iode, phoxphore, carbone, bore, 
lantane, didyme, inangankse, chrome, tungxtene, 
mo'yitd'ene, cuicre, mercure, titane, tanta'e, an- 
timoine, plaline, 602, § 2. — To these mnst be 
added the generic words, melallo'ide and ox- 
yd^, mi, § 3. 

The names of salts ending in He are masc. 604. 

The names of chemical compounds ending 
in ure are masc. 605. 

The names of salts ending in ale are masc. 606. 

Compound words are masc. when the first 
component is a verb, 699. 

Substantives ending in sion are fem. 50. 

Subst. ending in aixon are fem. 79. 

Abstract subst. ending in eur are fem. 95. — 
The following are masc. by exc: bonheur, 
inalheur, honneur, deshonneur, labear. 

Subst. ending in tion are fem. 99. Bcmtion is 
the only exc. 

Subst. ending in ti are fem. 241.— The follow- 
ing are masc. by exc: aparie, ariele, Oenedi- 
cite, comitA, comte, rbte, depute, ete, jete, 2'Ole, 
prenirile, trnite, 242. 

When a proper name is used to specify some 
! peculiar production of a place, it takes the gen- 
der of the subst. which is understood, 315. 

Substantives denoting titles, qualities, or pro- 
fessions which may belong to either sex, often 
produce feminine derivatives, by means of the 
same terminations that adjectives take to form 
their fem. 620. 

For the genders of adjectives. see.VnJECTivK.s. 

Gens, people.-— This subst. is masc, i>ut, 
by an arbitrary exception, the adj. which pre- 
cedes it takes the fem. form, when its termina- 
tion is not e mute. .A.nd if this adj. is itself 
preceded by a definitive, as vn tout or certain, 
the definitive also takes the fem. form, b'Xl, § 1. 
I — The adj. takes the fem. {render only when it 
j precedes genu, and never when it follows it, 532, 
I § 2.— When the adj. placed immediately lieloro 



Suiist. ending^ in aire are raasc. 253.— The j 

following are fem. by e.xc: affnite, aire, \ 

chaire. nrculaire, glaire, grammnire, haire, \ 

JHili'iuire, jugulaiie, pnire, timaire, and the | 

names of plants ending in aire, 254. 1 

The names of trees and shrubs are masc .'501. j 
— The following are fem. by exc: l>ourdaine, 

ipine, ronre. vigne, tiorne, yeiise, 302. ' 

Subst. ending in tre are tnasc. .^1.— The fol- 
25* 



gens ends in c mute, and therefore pre.-eiits no 
difference between the masc. and the fem. gen- 
der, the definitive which precedes it remains 
masc. 532, § 3. 

GER..— Termination. In the conjugation 
of veibs ending in ger, the 7 is always followed 
by e mute before the vowels a, o, 274. 

G^slr, to lie. — V. irr. and defective. The 
infinitive is obsolete. — Pres. part. Oinnnl. — No 



586 



INDE^t. 



pa. part. — Indicative mood, pres. tense ; Ilg'it, 
nous, gisons, vous gisfiz, ih giseitt.— Imperfect : 
Jegisai.i. tu gi/iais, if. gi.iait, nous gi.vjoiis, vous 
gi.ncz, ik gl^aient.— The other tenses and moods 
lire out of use. 



H. 



The principal words in which the initial 7i is 
aspirate, are : 

Ilarhe Hareng Hefrs 

Haie Haricot Heuttfr 

Jfaine Hnrnais Hihou 

Hair Harpe Hiihux 

JJdlle Harpie HoUande 

Ifalte JIaxard Jfonfe 

Ifnnteau Hdle.r Horde 

Hnnrhe Haul Hotte 

HdHier Hauteur Houhtfe. 

Harangue Havre Huguenot 

Harax.ser Heraut Huit 

Hardi Heros Hu.%iard. 

Hair, to hate. — V. irr. The irregularity 
of this V. consists :— in suppressing the dieresis 
in the three persons sing, of the pres. tense, in- 
die, mood, and pronouncing the v. in one syl- 
lable : Je fiais, tu Itaifi, il hait ; — in suppressing 
it also in the second person sing, of the imper- 
ative mood, i/aw ;— in substituting the diere- 
sis for the circumflex accent in the first and 
second persons pi. of the past tense definite, 
vou.f haiine.-i, rnus hnilfs ; and in the third 
person sing, of the past tense of the subjunc- 
tive mood, qu'il hurt. 

Heure, hour. — The distinction made in 
English between xix hour.i and six o^clork has 
no equivalent in French ; the word heure being 
used indifferently to express an interval of sixty 
minutes, or that moment of time which the 
clock indicates. In consequence, we render 
" W/ialo'clockifiit?" by "■ Quflle heure estil?'^ 
and "It ix fiix o'clorj,-" by " II eat kix heure.i," 
3.3fi.— In speaking of time, as measured by the 
clock, the ntimber of hours is mentioned first, 
and followed by the fraction denoting the por- 
tion of time which precedes or follows the full 
number, thus : Quafre heures cinq vtinufe.<i, 
five minutes.past four ; qua.tre heures uii quart, 
a quarter past four ; cinq heures molns u>i quart, 
a quarter to five ; cinq henres mains dix minu- 
tes, ten minutes to five, 657, § 1.— The last ex- 
amples show that the portion of time wanting 
to make up the full number is preceded by 
moins, less, 657, § 2. 

Hymiie, hymn.— Usually mase. by exc. 
15 ; but f'em. when applied to sacred music. 

Hypli.en .—Serves to connect :— The verb 
and the subject pronoun, in interrogative phras- 
es. 40 ;— the radicals forming a compound word, 
326, the adv. tres and the word that follows it, 
330 ; — two numbers, when the latter does not 
exceed ten. It is also used in quatre-vingts 
and quinze-ningts, 337 ; — words combined to 
form an idiomatic locution, as : c'e^t a-dire, 
343.— The adv. ci and la are also .ioined to the 
preceding word by a hyphen, 351.' 



IBIiE.— This termination, like able (97), 
denotes aptness or fitness. It serves to form 
adjectives, about half of which are the same in 
both languages, .543. 

ICE. Termination. — Substantives ending 
in ice are masc. They are for the most part 
the same in both languages, 20. — The following 
are fern, by exc. : avarice, cicatrice, epice, hi- 



lice, imniondice^ justice, injus/ice, Hce, maHfif, 
matrice, milice, notice, ojjice (pantry), police, 
preniires, varice, 21. 

lOE. — Termination common to adjectives, 
about fifty of which end in id in English, 603. 

IE .—The termination ie is common to sub- 
stantives, about four hundred of which end in 
English in y with scarcely any other difference 
of spelling, 190. 

IJI^ME .—Termination added to the cardi- 
nal numbers, to form the ordinal numbers, 44. 

lEIV.— Adjectives ending in ien form their 
feminine by doubling the final consonant, and 
adding e mute, 184. 

lER.— The termination icr or er, in adjec- 
tives used substantively, generally denotes the 
person who exercises a profession or trade, who 
is daily engaged or tisually deals in the thing 
expressed by the radical. It often corresponds 
to the English termination er. It serves be- 
sides, when added to the name of a fruit, to de- 
signate the tree bearing such fruit. In a limit- 
ed number of words, it denotes the utensil, the 
vessel, or the place destined for the use of the 
thing expressed by the radical, 159. — In the 
verbs ending in ier the letter i is doubled in the 
first and second persons pi. of the imperfect 
tense, indie, mood, and of the pres. tense, sub- 
junctive mood, 586, § 5. 

IP. — Termination of adjectives ending for 
the most part in ive in English, without any 
other difTerence, 46.— The fern, of these adj. ends 
in ire, 251. 

Ili, Il<E. — Termination. In adjectives, 
denotes what is endowed with the quality, the 
property, or the facultyexpressed by the radical. 
Some of these adj. are the same in both lan- 
guages, as ciiiil, docile, 123.— Substantives end- 
ing in He, are masc. 502, § 1. — The following 
are fem. by exc. : argile, bile, file, haile, lie, pile, 
sebile, tuile, vigile, 502, § 2. — The final intakes 
the sound of y in ye in the following substan- 
tives in il : avril, babil, fenil, gresil, mil (mil- 
let), peril.— The final i is quiescent in the fol- 
lowing- substantives in il : haril, chenil, coutil, 
fournil, fu.^H, gril, nombril, outil, per.til, soul, 
sourcil ; and in the adj. gendl. 

Ili, he.— Personal p'ron. corresponding to 
lie and it. It is masc. and sing, and is always 
a subject. Its pi. is ils, corresponding to they, 
and, iikc the sing, always masc. and used as a 
subj. 94. — It cannot be separated from the v. 104. 

II est.— Sometimes used with the imper- 
sonal signification of II y a (there is, there are), 
but denotes a more general statement, and be- 
sides is less familiar, 681. See y avoir. 

II semlile, it seems. — Generally re- 
quires the subjunctive mood ; but this rule is 
not absolute ; thus when the v. semhlcr is pre- 
ceded by one of the pronouns, me, te, lui, nous, 
vous, leur, and used aliirmatively, the indica- 
tive mood is necessary, 456. 

II y a, there is, there are.— See y avoir. 

Imperative mood..— This mood in 
French verbs has no first pers. sing., and no 
third person either sing, or pi. The Engli.sh 
forms. Let vie answer. Let him icait. Let them 
follow, are rendered in French by the subjunc- 
tive, thus : Que je riponde, qu'il attende, qii'ils 
suirent, 465, 5.37. — The imperative mood is 
formed by changing the termination of the in- 
finitive as follows : e/-into e, ons, ez : — //• into is, 
i.'i.'^ons, isscz: — re into n, ons, ez, 558. — This 
mood, in French, having no special form for 
the first person sing, the deficiency is some- 
times supplied by means of the first person pi. 
559— The second person sing, of the imperative 
mood is always similar to the first pers. sing, 
of the pres. tense, indicative mood, 460.— The 
first and second persons pi. are always similar 
to the same persons of the pres. tense, indica- 



INDEX. 



5S7 



tive mood, 290, 293, 363, 382, 384, 518.— In this 
mood, tbe personal pronoun, which is the re- 
gimen of the v., is placed after it, when the 
phrase is not negative, 297. — 15"t when the 
phrase is negative, the pron. precedes the v. 
298. — When the second person sing, of this 
mood ends in e mute, and is followed by the 
pron. y or the pron. en, a euphonic s is added 
to it, to prevent the hiatn.^, 470. 

Imperfect tense. — The termina- 
tions oT this tense are ; aiK, aix, ait, ioiix, ifz, 
aieiit, sub.=itituted for those of the infinitive in 
verbs in er and in rf, 586, § 1. — In verbs in ?>, 
the above terminations are added to the inva- 
riable syll-rtble ?>.«, substituted for ir. thus : 
issrii/!. issat', isnfiii, isf^ioiift, ixxiez, ixf^aimf. 586, 
§ 2. — The first and second persons sinjr. of this 
tense present no diiference between them, 586, 
§ 3.— The first and second persons pi. of this 
tense are similar to the same persons of the 
pres. tense, subjunctive mood, 586. § 4. — A con- 
sequence of this rule is, that in the verbs end- 
ing in ier the letter i must be doubled in the 
first and second persons pi.; and that, in the 
verbs ending in yer, the y must be followed by 
1 in the same persons, 586, § 5. 

The imperfect tense represents an action or 
a state as already begun or existing, and going 
on or continuing, without expressing when it 
ceased, or whether it did cease, 1.34. — It must 
be used to render the English v. in the pres. 
part, with the auxiliary v. to he, 136.— It mi^st 
also be used to express an habitual action, as : 
She used to answer, she wonld answer, EUe »e- 
ponrtaif, 1.3". — VThen the conj. si corresponds 
to the English word i/, and signifies mpposing 
that, the v. that follows the conj. is used in the 
pres. tense of the indicative with the correlative 
V. of the phrase in the future ; or the conj. is 
followed by the imperfect tense, with the second 
V. in the conditional mood, 422. — Hut when *? 
corresponds to the English conj. xclietlit-.r, and 
expresses doubt, it may be followed bj-the con- 
ditional mood or the future tense, according to 
the sense. 42.3. 

IIV. — Prefix. This in.scparable particle is 
generally negative, as in English in inriftible. 
It corresponds to the English inseparable par- 
ticles in and uii, and sometimes to the termina- 
tion less, as in inut.le, useless. It is changed 
into im before b, m, and p. It is changed into 
il before /, and ir before r, 170.— /« is not al- 
\yays negative. It is often a mere transforma- 
ti<m oien, signifying?n, icithiii, and correspond- 
ing to the same particle in English, 234. 

Iiiclefi iiitc (Past tense).— See I.ndica- 
TIVK. and P.\ST tens:;. 

Indicative mood.— The simple ten- 
ses of this mood are : the present, the imperfect, 
the past tense definite, and the future. The com- 
pound tenses, usually corresponding to the 
same tenses in English, require no particular 
notice, except the punt tense indefinite, which 
see. — AVhen a subjoined phrase is connected 
with the principal one by a relative i)ron., as 
gut. que, flout, o-u, and" denotes something 
doubtful or uncertain, the suljjniicfive mood is 
properly employed, 578; but if the sulgoined 
phrase admits of no doubt, the indicative mood 
must be employed, 579. 

Indre. — Termination, .nil the verlis end- 
ing in iiifhe un<lcrgo a change of the letters wl 
into fjn : — in the three persons pi. of the pres. 
tense, indicative mood :— throughout the im- 
perfect tense ; — throughout the pitst tense def- 
inite ; — in the first and second persons pi. of 
the imperative mood ;— throughout the sub- 
junctive mood, pres. and past ;— in the pres. 
part. 446. — They form their past part, by 
changing dre into «, 512.— The three persons 
sing, of the pre-s. tense, indicative mood, end 



in ins, ins, int. — .^ee the v. Ckaixdue, given in 
this index as a model. 

Inlinitive itiood. — The infinitive 
mood of all the French verbs ends in tr, ir, or 
re. The verbs in er are by far the most numer- 
ous. The verbs in ir difier from those in er in 
their forms of conjugation. Those in re ha\e 
some of their tenses formed in conformity with 
the first, and some with the second class ; so 
that there are indeed but two forms of ctjujuga- 
tion, 121. 

After comment, que, cm, pourquoi, and a few 
more words used like the.^e in interrogations, 
the infinitive mood is often substituted for the 
indicative, when it can be done without render- 
ing the sense obscure, SB. 

The French prepositionsgovern the infinitive 
mood. En, in, is the only one that governs the 
present participle, 129. 

List of verbs which govern the infinitive 
without a prep. 187. — List of verbs which gov- 
ern the infinitive with the prep, a, 188. — List 
of verbs which govern the infinitive with the 
prep, de, 189.— List of verbs which govern the 
infinitive with either ti or de, 190. 

The infinitive, preceded by the prep, it, some- 
times corresponds to the English pres. ]iart. 
denoting an action as taking place, or conlinu- 
ing, 203. 

In phrases in which the subject is undefined 
and may he anybodj", the v. that follows /<>!- 
loir may be employed in the infinitive mood, 
or in the subjunctive, with the indefinite pron. 
on as a subject, 296. 

The V. which follows a v. of motion in French 
is in the infinitive mood, and requires no conj. 
before it, 372. 

The passive form used in English, to ex- 
press that something is to be done or under- 
gone, is rendered in trench by the infinitive 
preceded by the prep, it, thus : He is to be piti- 
ed, II est h plaindre, 409. 

The infinitive mood of verbs is sometimes 
nsed substantively. In this ease, it is deter- 
mined by the article or by pronouns and adjec- 
tives, like any other suhst. 418. 

Two verbs in the infinitive mood are often 
placed in succession, the second being the re- 
gimen of the first, 5!X). 

Instruire, to instruct. — V. irr. conjuga- 
ted like conduire. 

Interrogation. — The interrogative 
construction, wlien the subject is a pron., is 
formed by placing the subject after the v. and 
connecting them by a hyphen, 40. — A euphonic 
t is introdncuil between the v. and pron. when 
the V. in the third person sing, ends with a 
vowel, 41. — When the construction is iil once 
interrogative and negative, and the sul)jert a 
pron. the words are placed in the following 
order : the negative ne, the verb, the pronoun, 
the second part of the negative (pas, jamais, 
etc.). 42.— When the subject is a substantive, in 
interrogative phra.ses, it is generally placed 
before the verb, find repeated after it in the 
form of a pron. 86. — Interrogations are often 
formed by placing est-ce que before the subject, 
followed liy the verb. This form is more fa- 
miliar than the preceding, 87.— '''he interroga- 
tive form annexed to a i)roposition, in order to 
know w-hether it is assented to, varies in Eng- 
lish, according to the ti;nse and person of the 
verb, and mwy be expressed in as many ways as 
there are different sign^ or auxiliary verbs. la 
French. this Ibrni i- i.. . iiriably N'tst repHs?a:'6. 

Introil uii e, to intioduce.— V. irr. eon- 
jugatefl like romlnii e. 

ION.— Termination of numerous substan- 
tives about eleven hundred of which are the 
same in both languages, 49.— Substantives end- 
ing in sion, tion, are fern. 60, 99. 



588 



INDEX. 



IQ,XJE . — Termination common to a great 
number of words, some of which are substan 
tives, but the greater part adjectives. Most of 
these words are nearly the same in boih lan- 
guages, and ditler only by the termination, 
which, in English, is io for tlie substantives, 
and ic or inil for the adjectives, 2()L>. — The 
names of sciences which have in English the 
plural termination ?V.s, end in French in iquf, 
and are employed in the singular. There is 
one exc. viz. le.s inttth''innfiqties, 692. 

IR,. — One of the three terminations of the 
iniiniiive mood of French verbs, 69.— A great 
porlioii of the verbs in t/-come from adjectives, 
as (!j)piiiiriir, fr. paiivrc. Dihers, of a differ- 
ent formation, e*id in English in Ish, as perir, 
to peiish, 257. 

i.^E.— Termination, which, added to cer- 
tain adjectives, makes substantives of them, 
as in s/ti'.i.'i/', fr. not, 316. 

ISER.— Termination common to verbs, 
about eighty of which terminate in English in 
■ize or ise, without any other diiference in their 
spelling, 417. 

ISME .—Termination which serves to form 
abstract substantives, most of which end in 
ism in English, with scarcely any other diii'er- 
ence, 545, § 1. — Substantives ending in m/ieare 
masc. 545, § 2. 

ISS.— This syllable, incorporated into the 
terminations of several tenses and persons, 
characterizes the conjugation of the verbs in //•, 
and forms the principal difference between 
these.verbs and those in er, 195, ^ 2. 

ISTE. — Termination common to many 
words which are the same in both languages, 
except that the e mute, used in French, is sup- 
pressed ill English. This termination generally 
denotes a member of a sect or of a corporation, 
■whether literary, religious, or political : or one 
given to some intellectual or mechanical occu- 
pation, expressed by the radical. Most of the 
words of this termination are given in the Dic- 
tionnaire de V AcaiUmit as masculine, being 
used especially to designate men (8) ; but ihey 
may be applied to women, 209. 

ITE.— Termination. The names of salts 
ending in Hk are masc. C04. 

Its.— Pron. When Us and Oieir refer to a 
thing which is not the subject of the phrase, 
they are rendered by en, 277. — When the thing 
to which iU or thair relates is the subject of the 
phrase, these words are rendered by xon, sa, 
se.% leicr, or hnrs, 279. — Even when the thing is 
not the subject of the phrase, ita and their must 
be rendered by tion, xu, ses, lew or iMirs, when 
they are governed by a prep. 280. 



J. 



Jamai.^, never.— It is generally negative, 
and consequently generally precci'.ed or fol- 
lowed by ;(e. But sometimes, wlien used with- 
out Vie, it becomes afhrmative and corresponds 
to ever, 76. 

Je, I.— Personal pron. of the first person 
sing, and of both genders. It is always a sub- 
ject, and generally placed before the v. S05. — 
When the v. begins with a vowel, the elision 
of the e takes place, H. — It is often improper, 
in interrogative phrases, to place the pron. je 
after the v. particularly when this v. has but 
one syllable, or when its termination combined 
with je would oifead a delicate ear. For in- 
stance, a correct speaker would not say : dors- 
Je, mord,i-je, agis-je. This is avoided by chang- 
ing the construction, thus : Est-ce que Je dom, 
Est-ce- que je mords, etc. 596, § 1. — The' follow- 
ing combinations however are anthori/.ei : ,v .(•.■ 



je, ai-je, fnif-je, dis-je, dois-je, fiai/>-je, vaix-je, 
506, § 2.— In interrogative phrases and others, 
in which the pron. je follows a v. ending in e 
mute, this 'stakes the acute accent before j>, 061. 

•Joiurtre, to join. — V. irr. conjugated 
like craimire. See also verha in i.vdre. 

Jusqvie, till. — Does not refer merely to 
time, as till or until in English, but denotes dis- 
tance, and often corresponds to ni) far as, to, 
itido, up to, dona to, and ecen. The final e of 
jiiyqiie is cut off before the words it, au, aux, 
and iri, 54. 

Jusqu'Si ce que, till. — Connective 
followed by the subjunctive mood, 244. 



K. 



K. — This letter very t^eldora occurs in 
French words. 

L. 

IJa, fhe, her, it.— Fcm. of the art. le, 5. — 
Fem. of the pron. le, 27.— The elision of the 
vowel a takes place before a word beginning 
with a vowel or an h mute, 11. 

lid, there. — Adv. of place, distinguished 
from the art. la, the, and from the pron. In, 
her, by the grave accent over the a, but with- 
out making any difleretice in the pronunciation. 
— Xais sometimes added to substantives which 
come after the demonstrative adjectives ee, cet, 
celle, and ces, as an expletive denoting remote- 
ness, in opposition to ri, which marks near- 
ness. It is joined to the preceding word by a 
hyphen, 351.— It is likewise added to the de- 
monstrative pronouns, ceini, celle, ceux, relies, 
thus : celiii-la, that one, etc. 352. 

IJe, the.— .\rticle, Varies in gender and 
number, 4. — Le is masc. and sing. La is fem. 
and sing. Les is pi. and of both genders, 5. — 
The final vowel of le and la is suppressed, and 
an apostrophe substituted for it, before words 
beginning with a vowel or an h mute, 11. — See 
also Articles. 

li e, him, it.— Personal pron. Its fem. is la, 
her or it ; the pi. of both genders is lex, them, 
27.— ieis always a direct regimeu, and, except 
in the imperative mood, always placed before 
the v. 175. 

The pron. le may represent either a subst., or 
an adj., or a v., or a preposition. In the first 
case only it is variable and takes the gender 
and number of the subst. which it represents : 
it then becomes la in the fem. and lex in the pi. 
of both genders. In the other cases, and par- 
ticularly when it represents an adj., or even a, 
snbst. used adjecti vely, it is invariable, 224. — 
This pron. must be used, whether it has an 
equivalent in the English construction or not, 
261. 

In inversive phrases, in which the regimen 
precedes the v., tliis reg-iinen must be repeated 
in the form of a pron. wliich is generally le, In, 
or lex, accordii!!; to the sense, 435. 

When several objective pronouns precede a 
v., le, la, lex are placed before lui and leur, and 
after nie, te, xe, noiw, and you.v, 488. 

In comparative phrases constructed with 
aiixxi, aidant, phis, nioinx, and other similar 
adverbs, the v. which follows que must be 
preceded by the pron. le, 536. See also 264. 

3JC Iciil", theirs. Leur, their, a possessive 
adj. (15:i), becomes a possessive pron. wlieii 
preceded by the art. Le leur is masc. and sing. 
La leur, fem. and sing. Les leurx, pi. of bolli 
genders. These ihree forms correspond to 
theirs, r>'24. 



INDEX. 



589 



lie mien, mine. Is the possessive pron. 
of the first person sing, corresponding to the 
possessive adj. mon. The sing. fem. is la 
minniie ; the pi. masc. les miens, and the'pl. 
fem. l&> mieiines. All these forms correspond 
to mi/ie, 478. 

liC notre, ours. — Possessive pron. of the 
flr.-^t person pi. The sing. fem. is hi noire ; the 
pi. of both genders, Jen nbtres. These three 
forms correspond to ours, 292. 

liCqiiel. — Relative pron. corresponding 
to v.ho, nhom, which, and that. It is masc. and 
sing. Sing. fem. laqutlle; pi. masc. It^quels ; 
pi. fem. lesquelle-i, 165. 

Li-.quel, laquelle, etc. are seldom used as sub- 
jects or as direct regimens, unless they become 
necessary to avoid ambiguity. The subject is 
generally represented by qui, and the direct 
regimen by que, 17-3. 

]f the relative pron. is governed by a prep, 
it is generally expressed by qui, when it refers 
to persons, and by leque'l, luquelle, lesquels, 
leitqiielhs, when it refers to things, 174. 

LiCS, the, them.— PI. of the art. le, la.— 
PI. of the pron. le, la. 

iiC sieii, h!.s, hers. — Possessive pron. of 
the third person sing. The sing. fem. is (a 
Hienwi ; pJ. masc. les siens ; pi. feci, le.s f^ienne-'. 
Each of these forms corresponds to the English 
words his, hers, its, and oie's, 126. 

IjCS UiiS Ics autrcs, each-other.— 
The idea of a reciprocal or mutual action is 
rendered in French by means of two pronouns 
of the same jierson : vovs nous, vous vovs, its 
se, or eUe.'! se, placed belore the v. This form 
being likewise employed with reflective verbs, 
ambiguity is avoided by the addition of the 
pronouns Vitn Vnutre, les viis les aiitres, when 
the action is reciprocal, -lOfJ. The pron. les utis 
les aulres is used when the action is reciprocal 
between more than two individuals. When 
there are only two subjects and objects, V un 
Vaiitre is employed. 

IjC tieii, thine.— Possessive pron. of the 
second person sirig. The shig. fera. is la tienne; 
the pi. masc. les liens; and the pi. fem. les 
tiennes. All these forms correspond to thine, 
471. 

Leur, their. — Posses.sive adj. that varies 
in number, but not in gender. PI. leurs. Both 
leur and leurs correspond to their. With the 
art. before it, this word becomes a possessive 
pron. .See Le lecr, 152. — When the English 
word their refers to a thing which is not the 
subject of the phrase, it is rendered by en, and 
not by lear, 277.— When the thing to which 
their relates is the subject of the phrase, t)ieir 
is rendered by leur or leurs, 279. — Even when 
the thing is not the subject of the phrase, thnr 
must be rendered by O-.ur or leurs, when it is 
governed by a prep. 28<). 

lieur, to tliem. — Leur, when a personal 
prf»n. is or both genders, and signifies a tax, a 
dies, to them. It is chiefly u.sed in speaking 
of persons, and always accompanies a verb, 
whereas the possessive adj. leur, leurs, pre- 
cedes a subst. It never takes an s, 317- 

IiC v6tl*e, yonrs. — Possessive pron. of 
the second person ))1. The sing. fera. is la 
ibhe ; and the pi. of both genders, les vblres. 
'I'liese three forms correspond to yours, 309. 

Jjirc, to read.— v. irr. Pres. part. Lisnnt. 
— I'll. part. Lii. — Indicative mood, pres. tense : 
Je lis, tii lis. il lit, nous lixuns, vous lisez, ils 
liseiil.— Imperfect tense : Je liiais, iu lisais, 
il lisnil. nouj! lislons, rnus lisiez, ils lixiiient. — 
Past tense definite : Je Ins, tu lus, H lul, vous 
liiines, tons litlfs, ils lurent. — Future tense, 
regular.— C'onilitional mood, regular. Impera- 
tive mood : Lis, lisons, lisez. — Subjunctive 
mood, pre^. ipnsp : Que je lixr. que in Uses, qu'il 



Use, que nous li.sions, que vous lisiez, qu'ili 
lisent. —PaiSt tense : Que je lusse, que tu lu-wes, 
qu'il lilt, que nous lussiuns, que vous Itussiez, 
qu'ilslasse,... 

JjIj. — These letters, preceded by i (not ini- 
tialj produce the sound of U intiUiards, or ?/ in 
>/e, and the preceding r is generally silent when 
it follows another vowel. Thus, the word meil- 
leur is pronounced as if written ntel-;/ur or 
meh-yur. — The first of these two manners of 
pronouncing U is emphatic, and may even seem 
pedantic, if too frequently repeated. The 
second is colloquial, and more generally 
heard. 

Loin que, far. — Connective followed by 
the subjunctive mood, 244. 

liOX'sque, when. — Has the same mean- 
ing as quund, when (not though), but cannot 
be used in interrogations. The elision of its 
fijial vowel takes place before il, elle, on, un, une. 

liUi.— Personal pron. corresponding to he, 
him, sometimes to it. It is particularly used 
as an indirect regimen and signifies either to 
him or to her. In this case it refers to persons 
oi;ly, 77. — Lui, when a subject, is employed 
when the v. is understood, 104.— X*n', either 
precedes the v. whose indirect regimen it is 
(meaning to him), or is placed after the v. and 
is governed by a prep. 175. — Lui never refers 
to a fern, subst. but when it is an indirect regi- 
men, 487. — When several objective pronouns 
precede a v., le, la, les, are placed before /ui, 
488. 

liUire, to shine.— V. irr. Pres. part. Lui- 
sant.—Pa. part. Xin'.— Indicative mood, pres. 
tense : Je luis, tu luis, it luit, nous luisons, roui 
luisez, ils luisenf. — Imperfect tense : Je luixniK, 
tu luisais, il luisait, nous luis-ions, oous lui.siiz, 
ils luisuient. — So past tense definite. Fntarc 
tense, regular. — Conditional irood, regular. — 
No imperative mood. — Subjunctive mood, pres. 
tense: Que je luixe, que tu luises, qu'il luise, 
que nous luisions, que vous luisiez, qu'ih luisent. 
— No past tense. 

li' uu I'autre.— See Les u.ss les .au- 

TRES. 

Ij'isn et I'autx'e, both.— Must not be 
confounded with V un Vaulre. The subst. 
which follows I'uu et I'aulre is u.sed in the sing, 
400, 662. 



M. 



Ma, mj'.— Fem. of mon, 306. Before a fera. 
subst. or adj. beginning with a vowel or an h 
mtite, mon is substituted for ma, in order to 
avoid the hiatus, 483, g 1. 

MadaiJie. — Formed of ma, my. and 
dame, lady. (Corresponds to 3Irs. and to La- 
d;/, before a proper name ; and to Madam or 
Ml/ lady, in addressing a woman. The pi. is 
mesdames, 6!8. — Though the possessive adj. is 
inseparable in monsieur and messieurs (149), it 
is not so in madanie and ine.td<imes ; accord- 
ingly, A lady, some ladies, should be rendered 
by Une dame, ties dames, 619.— Titles are pre- 
ceded by Madame, with the article, in em- 
phatic or ceremonious language, as : Madame 
la baronne. The possessive adj. before names 
of kindred is preceded by the same epithet, as : 
Madame voire mere, 62(5. 

Mademoiselle.— Formed of »««, ray, 
and demoiselle, young lady. Corresponds in 
Miss before a proper name ; and to Miss or 
Madam, in addressing a girl or an unmarried 
woman. The pi. is mcsdemoisellrs, 621.— With- 
out the possestiivc adj. demoiselle signifies .^'/Z, 
youiifj lad;/ (unmarried), single woman, spln- 
Kter, (522.— Titles arc preceded by Mademounlie, 



590 



INDEX. 



with the article, in emphalic w ceremonious 
laiitruage. The possessive adj. before names 
of kinihe<l is jjreeeded by the same epithet, 
626. See Mmhniie. 

Mai, evil, jll.— Subst. and adv. serves to 
form numerous derivatives, in some of which 
it is clianged into maa, me, and men, 273. 

Mala;re que, in spite.— Connective fol- 
lowevi by tlie subjunctive mood, 244. Em- 
ployed only with tlie v. uvnii\ in the phrase 
■iiKih/re qu'il en ait, in spite of him. 

Masfiiliiic— See Gf.ndeus. 

Blawflire, to curse.— V. irr. Pres. part. 
M'V((li.-!<ni!t.—Pii. part. J/rt«d«Y.— Indicative 
mood, jircs. tense: Je mauclis, tit 7)miidis, il 
mawlit, nous' mniitliyi<oiis, vou.f vinii/h'si^cz, Hk 
?/»i'('/).v.v^/(^— Impei-fect tense : J>' iiitDnli.ssiu's, 

tn liKlii'lissai-.. il iiiititilissiiif, )iniis iii<iii(/i.sKi()ii,<, 
voiix iiifdclis.-^if'z, Hs miniili.yxaieiit. — I'ast tense 
definite : Je innii(U.i, (ii mainlis, il maiidit, iions 
tuand'uiifs, roiis iiKiuil'itrf!, its maudirent. — Fu- 
ture tense, repular.— (/'onditional mood, regu- 
lar.— Imperative mood : Maudis, maudissons, 
Wiai<(?).v.s«.— Subjunctive mood, pres. tense: 
Que j/i 7nnuili.''s(', quf tu niaudisseN, qu^il innu- 
dixs'.s, quf nnuK imtudissions, que mux inaudis- 
siez, qu'ih maudiKneid. — Past tense : Que je 
niuudisse, que (u iiiaudissen, qu'il nuiudit, que 
nous riinudission-i, que vous maudinsiez, qu'ih 
mdudixficitf. 

Me, me.— Personal pron. of the first person 
siuf^. and of both genders. Is never used as a 
subject. Is sometimes a direct and sometimes 
an indirect regimen, corresponding to me, to 
me, Tiii/sf!/, to mi/se'f. It always precedes the 
verb, and cannot, like nioi, be governed by a 
prep, .'iig.- The elision of e takes place before 
a word beginning with a vowel or an h mute, 
11.— In the imperative mood, moi is used in- 
stead of me aft«r the v. when tlie phrase is not 
negative. There is an exception to this rule, 
when the word en follows, in which ease there 
is a contraction, thus : Donnez-m'eu, (live me 
some, 406. — But when the phrase is negative, 
vie, instead of moi, is placed before the verb, 
407. 

Meillciir, better, best.— One of the three 
exceptional adjectives, which, by themselves, 
express comparison, 426. — Must be repeated 
before each subst. which it modifies, 427. 

3Ieme.— Adj. corresponding to same, self, 
very or aelf-same, very sane. Combined with 
the personal pronouns, as a sign of identity, it 
corresponds to self ; but it does not foliovv the 
possessive adjectives as self does in English. 
Meine is also an adv. meaning even. In this 
sense, it is invariable. 101. — The English 
word very, when it precedes a snbst. is gener- 
ally rendered by uiiuie, placed after the subst. 
(Xl6. 

MENT.— Termination. A. considerable 
number of a.!-, t-ibs ot'<inHlity are formed from 
adjectives, liy ihc aiMiiion of the termination 
rneid, which coik.sik.iicIs to the English ter- 
mination II/. 31.— 'J'his tcrmin. vieiit ja added to 
the feminine fnrm, unless the adj. ends with a 
vowel, r!2. — When the adj. ends in en(, the adv. 
is formed by changing this termination into 
eirimi'iit, and v.lieri ilie adj. ends in ant, the 
adv. is foini-' i l'\- changing this termination 
into (iiiit)i':,l. In irninrid the first e has the 
sound of '( (l''rench a) ; so that both these ter- 
minations, eiiuiifid and cuiiinc/it, are pronounced 
exactly alike, -60. 

Tlie termination jvent is added also to many 
verbs, which are thus transformed into sub- 
stantives, a great number of which are the 
same in both languages, 153. 

Meiitii", to lie.— V. irr. conjugated like 



Mettvo, to pt.t.— V, 



Pres. part. 3[et- 



tant.—Fii. part. Mis. — Indicative mood, pres. 
tense : Je tnets, tu inetK, il met, nous tnetloiis, 
VI I Its Viet (ez, ils metteut. — Iraperfeet tense, reg- 
nl«r.— Past tense definite : Je mis, tu mis. il 
mit, nous ■mimes, cous niites, ils mireiil.— Fu- 
ture tense, regular. — Conditional mood, regu- 
lar. -Imperative mood : Mels, meltons, mctiez. 
—Subjunctive mood, pres. tense, regular.— 
Past tense: Que je misse, que tu misses, qu'il 
mit, que nous missions, que cous missies, qu'ih 
missent. 

Mi, half.— Inseparable particle denoting 
the division of a thing into two equal parts. It 
is joined to the principal word by a liyiihen, 
except in midi, mid-day, and viiimil, mid- 
night, 6.H5.— It is invariable, 668.— AVhen placed 
before the names of the months, it makes them 
fern. 

Mien, mine. — See Le mikn. 

Miciix, better, best.— When mieux is fol- 
lowed by two infinitives, de is placed before 
the second, even though the first be not pre- 
ceded by this prep. 674. 

Mil, thousand.— Stands for mille, but is 
used only in dates. The I has ils regular 
sound. 

Moi.— Personal pron. of the first person 
sing, of both genders. It is commonly used as 
a regimen, either direct or indirect, and cor- 
responds to the English pron. me or to me. 
Sometimes it is a subject, and signifies /, 299. 

Of the three pronouns of the first person 
sing. 7noi is the only one that can be governed 
by a prep. 313. 

Moi is joined to je, by apposition and redu- 
plication, for the sake of emphasis, which in 
English is represented by underlining the pron. 
or printing it in italic. In French, the redu- 
plication either precedes the v. or follows it, 
333. 

In the imperative mood, moi is used instead 
of Hie after the v. when the phrase is not nega- 
tive, 406.— But when the phrase is negative, 
me, instead of nioi, is placed before the A'erb, 
407. 

Moincli'e, less, least. —One of the three 
exceptional adjectives, which by themselves 
express comparison, 421). — Must be repeated 
before each snbst. which it modifies, 427. 

Moi IIS, less, least.— Adv. Before adjec- 
tives and adverbs, it denotes inferiority in ihe 
comparative and superlative degrees, 197, 377, 
428.— Must be repeated before each word which 
it qualifies, 427. 

Mots, my.— Possessive adj. Fern, ma ; pi. 
of both genders, ?7f^^s. These three forms cor- 
respond to ?;(?/, 306. — The poss. adj. agrees in 
gender and number with the subst. that follows 
it, 107.— ]\Iust be repeated before each subst. 
108. — Before a fem. subst. or adj. beginning 
with a vowel or an 7; mute, mon is substituted 
for ma, in order to avoid the hiatus, 483. 

Moftsiciir. — Formed of the possessive 
adj. nioti, my, and the subst. sieur, sir. Cor- 
responds to three English words : — to M7-. be- 
fore a proper name ; to Sir, in addressing a 
man ; to gentleman, in speaking of a man. Its 
pi. is messieurs, 149. — Titles are preceded by 
monsieur, with the art. in emphatic or ceremo- 
nious language, thus : Mon.'iieur le conite. The 
possessive adj. before names of kindred is pre- 
ceded by the same epithet, thus ; Mo77sieur vo- 
ire pere, 626. 

Mood.s.— See Infinitive, Indicative, 
Conditional, Lmferative, and Subjunc- 
tive. 

Mow, soft.— Fem. molle by exc. 2.— Moi is 
used instead of wou in poetical language before 
a subst. beginning with a vowel. 

Mowdre, to grind.— V. irr. Pres. part. 
3foulavt.—FsL. part. i)foM?M.— Indicative mood, 



INDEX. 



591 



pres. tense : Je nwiids, iti moiids, il nioud, nous 
vvtuloiiK, vous mouhs, Vs moulent. — Imperfect 
tense : Je moulnis^ tu inoulais, U moulait, nous 
mouHonn. vous moulifz, ih moulaient. — Past 
tense definite : Je moulus^ lu moulus, il moulut, 
iiOHs ni'juluiufn, couft moulutes, ih moulurenl. 
— Future tense, regular. — Conditional mood, 
regular.— Imperative mood: 3Iourh, 7nouloitf, 
tnoulez. — Subjunctive mood, pres. tense ; Que 
je mottle, que tu moule.i, qu'il moule, que nous 
moulinns, que vous inouiiez, qii'Us moulent. — 
Past tense : Que je moulusse, qw tu moulusses, 
qu'i! moulut, que nous moulussions, que vous 
mouhissif-z. qu'iLs inouJux-^ent. 

Mourir, to die.— V. irr. Pres. part. Mon- 
raut.—¥i\. part. Mori. — Indicative mood, pres. 
tense : Je meurs, tu meurs, il innu.rt, nous mou- 
rons, vous mourez, ils ineurent. — Imperfect 
tense : Je wioi/j-ai.", tu, mourais, il mourait, 
tinus niouiioiis, vous mouriez, ils mouraient. — 
Past tense definite : Je mourus, tu monrus, il 
mourut, nous inoui iimes, vous mouriites, ils 
rnoarurenl. — Future tense : Je mourrai, tu 
mourrus, ilmourra, nous mourrons, vous mour- 
rez, ils mourront. Pronounce rr as double. — 
Conditional mood : Je mourrats. tu mourrais, 
il mourrait, nous mourrions, vous mourriez, 
ils mourraient. Pronounce rr as double. — Im- 
perative mood: Meurs, mourons, moarez. — 
Subjunctive mood, pres. tense : Que je meure, 
que tu meures, qu'il meure, que nnu.s mourions, 
que vous mouriez, qu'ih meurent. — Past tense : 
Que je mourusse, que tu mourusses, qu'il mou- 
ritt, que nous mourussions, que vous mourus- 
siez, qu'ils mourussent. This v. is always 
conjugated with elre in its compound tenses, 
335. 

Mouvoir, to move.— V. irr. Pres. part. 
Mouvaul. — Pa. part. J/w. — Indicative mood, 
pres. tense : Je meus, tu meus, il meut, nous 
Tttouvons, vous mouvez. ils meuvent. — Imperfect 
tense : Je mouvnis, tu mouvais, il moueait, 
nous mouvions, vous mouviez. Us vwuvaient. — 
Past tense definite : Je mw, tu mus, il mut, 
nous miiines, vous mUtes, its tnurent. — Future 
tense: Je mouvrai, tu mouvras, il mouvra, nous 
moncrons, vous mouvrez, ils mouvront. — Condi- 
tional mood : Je moucrais, tu mouvrais, il 
mourrait, nous mouvrions, vous mouvriez, ils 
»/(r>ni;r«ien/.— Imperative mood: Meus, mou- 
vons, moucez. — Subjunctive mood, pres. tense : 
Que je meuve, que tu meuves, qu'il meuve, que 
tious moucions, que vous mouviez, qu'ils meu- 
vent. — Past tense : Queje 7nusse, que tu musses, 
qu'il milt, que nous mussious, que vous nius- 
siez, qVits mussent. Several of these tenses 
are used only in didactical language. 



Naitrc, to be born.— V. irr. Pres. part. 
Kuissanl.—VA. part. N^. — Indicative mood, 
pres. tense : Je nais, tu nais, il nuit, nous luiis- 
fons, vous naissez, its nuissenl. — Imperfect 
tense : Je naissais, tu nainsais, il naissail, nous 
naissirms vous naissiez, ils nuissaient. — Past 
tense definite : Je naquis, tu noquis, il nnqtiil, 
rtoun naquinies, rous uoquifex. Us iiitquirent. — 
Future tense, regular.— (/'ondilional mood, reg- 
ular. — Imperative mood : Nnis, iiaissons, nais- 
sez.— duhianclive mood, pres. tense : Que je 
naisse, que tu naisses, qu'il naisse, que nous 
niiisKion", que vous naissiez, qu'ils nuisseul. — 
Past tense : Que je naquisse, que l<( nuqui.i.-es, 
qu'il naqu'U, que nous niiquissions, que kous na- 
quisni^z, qu'ils nuquissenl. — This v. is conjnga- 
led with fire in ils compound ten.ses, 3.35. 

IVc.— Particle used in almost all negative 
phrases, ei.hcr alone, or joined to some word 



which in English would be negative by itself, 
as : Ne pas, ne point, not ; ne ... rien, nothing ; 
ne Jamais, never ; ne .... q-ie, but, 10. 

When ne precedes a word beginning with a 
vovv'el or an h mule, the vowel e is suppressed 
and an apostrophe substituted for it, 11. 

In restrictive ornegative sentences, the word 
ne usually precedes the v. and the second part 
of the negation follows it, 38. 

In negative sentences, ne may be employed 
alone, and the word pas may be suppres.'sed 
after the verbs : cesser, oser, pouvoir, and .sa- 
roir, especially when these verbs govern an 
infinitive, 8U. 

After the v. douter, used in the negative foim, 
the particle ne precedes the ne.xt verb, 3d0. 

Ne is not used after the prep, suns, 410. 

Ne alwajs follows h moins que, tinless, 458. 

After plus, moins, niieux, meilleur, autre, and 
autrernent, in comparative phrases, the word 
que must be followed by the negative ne, par- 
ticularly when the principal proposition is af- 
firmative, 534. — When the principal proposition 
is negative, the word «eis usually omitted after 
que, if the compared quality is not denied or 
doubtful. But when the quality is not taken 
for granted, the negative 7ie is required in the 
secondary clause of the proposition, ^5. 

In negative phrases, ne invariably precedes 
the verb ; it likewise precedes the object pron. 
if there be one joined to the verb. The place 
of ;jas and point varies. They may precede or 
follow the V. in the infinitive mood ; yet they 
are more commonly placed before the infinitive 
than after it, 549. 

Negative.— See Ne. 

N'e.st-ce pas, is it not. — The interrog- 
ative form annexed to a proposition, in order 
to know whetlier it is assented to, varies in 
English, according to the tense and person of 
the v., and may be expressed in as many ways 
as there are ditl'erent signs or auxiliary'verbs. 
In French, this form is inva.Tia.h\y n'e.-t re pus y 
thus : Vous viendrez, n'e.st-r.e pas ? Yon will 
come, will yon not? Vous ne viendrez pus, 
n'esl-ie pas ? You will not come, will you ? 
Vous vencz, n'est ce pas ? You are coming, are 
you not ? etc. 376. 

Ni.— Conj. which corresponds to the two 
words neither &\\A nor, or to either and or, with 
not. The negative words pas and point must 
not be employed when the conj. ni is repeated 
in a phrase, 424. 

AVhen two or more subjects in the sing, num- 
ber are joined by the conj. ni, the v. may be 
made to agree with the last subject only, or 
mav be put in the pi. 65!). 

N'iinporte.— Is the negative form of 7< 
imporle, it is important, the third person .sing, 
of the pres. tense of impoiter, to be important, 
a V. which, in this sense, is only used in the 
infinitive or iu the third person sing, with llie 
impersonal pron. il. N'importe signifies No 
matter. Never mind, It does not signify, 383. 

Noti.— .\dv. of negation. It signifies no, 
not, and eoi re.<»ponds to the prefixes un, in, and 
non. The negative ne and the conj. ju', are 
only ditlerent forms of non, 2^9.— i\'o;( is often 
used for not, instead of ne pas, particularly in 
elliptical phrases where the v. is not repeated, 
49^. 

Sfon plus, neither.— Is opposed to au.osi, 
also, likewise. It is used in the negative, when 
U'issi is ernf)loyed in the corresponding affirma- 
tive sentences, 032. 

Non plu.s que, nor.— Connective after 
which the v. agrees with its ljr.st subject only, 
675. 

Noiiobstftiit que, notwithstanding. 
— Connective followed by the subjunctive 
mood, 244. 



592 



INDEX. 



J?fon que,not that.— Connective followed 
by the subjunctive mood, 2'14. 

Noti'e, our.— Possessive adj. of both gen- 
ders and or the sing, number. Its pi. is nos, 
likewise corresponding to our, IG-l. — It agrees 
with the snbst. that follows it, 107.— Must be 
' repeated before each subst. lOS. 

Notre, ours.— See Le notise. 

Nous.— Invariable personal pron. which 
is sometimes the subject, sometimes the direct, 
and sometimes the indirect regimen of the v. 
It corresponds to ice, us, to u", oitrsdccn, to our- 
.v.'7cf.<, 275.— When nous stands for j> or moi, 
the adj., snbst., or part, corresponding to it 
mn.^t be employed in the sing. 705. 

JVouvcaii, new.- Kem. nonvtUe by exc. 
2. Noiirel is employed instead of nouveau be- 
fore a word beginning with a vowel or an h 
mute. 

N u, naked. — When the adj. nu precedes the 
snbst. it is invariable. When it follows the 
subst. it agrees with it, 691. 

Nuire, to injure. — V. irr. Pres. part, 
Nuisant.— Pa. part. NitL — Indicative mood, 
pres tense : Je nuli, tiinuis, il nult, 7ious tnii- 
unns, voiis riuisez, ih nuisent. — Imperfect tense : 
Je nuisais, tit nuisaix, il nuisnit, nous iiuisions, 
vans nnisiez, ils M«(.<!a?>/i<.— Past tense definite: 
Je niiisls, (11 niiisis, il 7iui.-it, nous nuislmes, 
voHs nitisites, ils iiitisirent. — Future tense, reg- 
ular. — (Conditional mood, regular. — Impera- 
tive mood : Nuis, nuisons, «(»■.<■«.— Subjunctive 
mood, pres. tense : Queje niiise, que lu nuises, 
qu'il. niii'-c, que iioiis nuisioiis, que vans nuisiez, 
qu'ils nuisent. — Past tense : Quejenuisisse, que 
(a ituisisses, qu''il nuisit, que oous nuisissions, 
qut rous u'lisissiez, qu'ils ninsissent. 

Numbers.— See Plural.— The cardinal 
nmnbers stand for the ordinal ones, for the 
sakeof brevity:— after the names of sovereigns; 
— after certain words denoting the divisions or 
subdivisions of a work, as cltupitn', pni/e, etc.; 
— before the names of the montlis, without the 
prep, lie, as, h deux seplesahre, 65.3, § I. — Pre- 
mier, however, cannot be replaced by un, 
653, § 2. 

o. 

OB. — Inseparable particle, beginning words 
which are generally the same, or nearly the 
same in KnglLsh. Oh is changed into oc. of, op, 
according to the consonant which begins the 
radical word, 68. 

<Eil,eye.— Is pronounced as if spelled (in 
French) euil. The pi. is yeux. The word cei7 
is sometimes used to denote other objects than 
the oigan of sight, in which case its pi. is 
often formed regularly, as : JDes oeih-de-bveuf, 
circular windows, or bull's eyes, 468. 

Oiirlr, to offer.— V. irr. Pres. part. Of- 
front. —Pa. part. Offert.— Indicative mood, 
pres. tense : J'offre, tu offres, il off re, nous of- 
froiis, rous olfrez, its off rent. — Imperfect tense: 
J'offniis, tu nff-rois, il nffralf, nous offrlons, 
VOIIS off'riez. its offrnifint. — Past tense definite. 
regular. — Fulure tense, regular. — Conditional 
mood, regular. — Impeiaii\e mood: Off re, of- 
fions, off'rez. — Subjunctive mood, pres". tense: 
Que j'off're, que tu off'r>s, qu'il off're, que nous 
offrions, que vous off'riez, qiC ils off' rent. — Past 
tense, regular. 

OisKlre, to ano-nt.— V. irr. conjugated 
like craindre. See also verbs in I^"Di!E. Sel- 
dom used. 

OIK,.- Termination of verbs which are ir- 
regular, 117. — Many grammars give a model of 
conjugation in oir ; but this model is applica- 
ble only to devoir, redevoir, aperceroir, r.once- 
voir, decevoir, peicevoir, and recevoir. 



Termination of numerous substantives de- 
rived from verbs, as kivoir, fr. laver ; tiroir, 
fr. tirer, etc. 

OIK.E . — Termination common to substan- 
tives and adjectives, about 100 of which end 
in English in ori/, .332. 

OiV. — Termination. Adjectives ending in 
on form their fem. by doubling the « and add- 
ing e mute, 184. 

In the derivatives of words ending in on, the 
n is doubled, 288. 

OiJ . — Pron. Indefinite pronoun which gen- 
erally corresponds to the Knglish word one ; 
sometimes to people or the;/ ; and moreover in 
often rendered in English by a different con- 
strnclion, 18. — This pron. is much more fre- 
quently used in French than the word one is in 
English. It often corresponds to the passive 
form, as : On le voj/nit. He was seen, 61. 

In phrases in which the subject is undefined 
and may be anybody, the v. that follows ful- 
loir may be einployed in the subjimctivc mood, 
with on as a subject, 293. 

A etiphonic I' precedes on, after et, si, ou, 
que, and qui, to avoid the hiatus. 497- 

The pron. on is generally mase. and sing. 
However, when the sense clearly shows thai it 
refers to a woman, or to certain per.^ons, it is 
followed by adjectives, participles, or substan- 
tives, either fem. or pi. according to the sense, 
663. 

On retains its nasal sound, even when the n 
coalesces with the initial vowel of another 
word. 

On. — 'Kng. prep. The prep, on, used in 
English before the pres. part, to denote the 
time at which any thing happens, is rendered 
in French by en, 374. 

On ze, eleven. — There is a peculiarity in 
the word onze and its derivative onzieme : 
although they begin with a vowel, the elision 
or suppression of e in que, le, la, or de, when 
any of these words precede them, does not take 
place, 229. 

Ordinal numljers.— Formed from 
the cardinal numbers by adding the termina- 
tion i^ine, 44. 

Orijiie, organ. — Mase. in the sing, by exc. 
(15). I'ein. in the pi. 

Oser, to dare. — In negative sentences, the 
word pas may be suppressed after osrr, es- 
pecially when this v. governs an infinitive. 80. 

O U, or. — When two subject substantives jue 
joined by this conj. the v. agrees with the last 
only. This riile is sometimes violated, even 
by good writers, 693. 

Ou, where.— Adv. of place, distinguished 
from the conj. ou, or, by the grave accent over 
tlie u. — Ou is also used as a relative pron. sig- 
nifying in ichirh, or to ichirh. It may be pre- 
ceded by de and p'l.r. The pronoims ou, d'ov, 
pir oil, refer to things only, and are properly 
u.-el when the sense conveys an idea of lo- 
cality, whether jjositive or abstract, 150. 

Ou.il', to hear.— V. irr. Pres. part. Oijmit. 
— Pa. part. Ou'i. — Indicative mood, pres. 
tense : J'ois, tn ''is, il oil, nous oi/ons, vans 






z. ils 



. — Imperfect tense; J'oi/ais, tu 



oi/'iis,il oi/iiit,ni>us(>i/io)is,vous oi/iez,ils oi/iiient. 
—Past tense delinite : J'oui's, taou'is, il oui'f, 
nous oui'iiies, rous oiat^s, ils oui'rent. — Future 
tense: J'uiiai. tu oiras, il oira, nous oirons, 
vous oirez, ils oiront. — Conditional mood : 
J^oirais. tuoiniis, il oirait, nous oirions, rous 
oiriez, ils oiriiii-ut. — Imperative mood: Ois, 
01/oiis, oi/ez. — Suljiuncti\e mood, pres. tense : 
Quej'oie, qui lu oi, <, i/n' il uie. que nous 01/ions. 
que rous oi/iez, 7;/'//-. oicnl. — Past tense: Que 
foulsse, que tu ou'i.'^ses, qa'il ou'il, que nous 
ouissions, que vous ouissiez, qu'ils ouissent. — 
All the.se forms are obsolete. This v. is only 



INDEX. 



593 



iiFed in Ihe infinilive and in the compound 
lerises, will', acoir. 

Outl'e, prep. — Pifrnifies leynnrl, nrer nnd 
n}ifnfi, lifsifjrs, ill addition to. It is also used 
adverbially and corresponds to hei/ond, farther, 
or finthf-r. S39. 

Oiivrir, to open.— T. irr. Pres. part. Ou- 
vrnnt. — Pa. part. Ourert. — Indicaiive mood, 
pres tense : J'ouvre, tu outres, il ourre, umm 
oiivrnnx, rows ouerez. ilt oiivreitt. — Imperfect 
tense : J'ourrain, tu ouvrnix, il ouviait, voux 
oitrrinnx, vou.t ourriez, ill ouvraieiii. — Past 
tense definite, regular. — Future tense, regular. 
— Conditional mood, regular. — Imperative 
mood : Oiivre, ouvroti.% ouvrez. — Sulijunctive 
mood, pres. tense : Que f ourre, que tii nuvres, 
gu'il ouvre, que nous ouvrionx, que rous ou- 
vriez, qu'ils ouvrent. — Past tense, regular. 



Paitre,togTaze.— V. irr. Pres. part. Paia- 
■oniit.—Pa.. part. Pu (only used by falconers). — 
Indicative mood, pres. tense : Je pais, tu pais, 
il pait. nous paifsonx, vous pai-ssez, ilx paixsent. 
Imperfect tense : Je paissais, tu paissais, il 
piiii^''Uil, nous paiisions, vous paissiez, ils pais- 
««iVn<.— No past tense definite.— Future tense, 
regular. — Conditional mood, regular. — Imper- 
ative mood : Pais, pais.ions, paissez. — Subjunc- 
tive mood : Que Je paixse. que tu pai.':sfs. qu' il 
paisse, que nou.i paission.''. que vous paissitz, 
qu'' il.<i paissent. — No past tense. 

Par, by.— One of tlie important French 
prepositions. It generally corresponds to hy ; 
but sometimes lo tinouqh, from, out of, nith. 
It denotes the means, the agent, the cause, or 
the way tl'.rough, 92 —May be governed by dr, 
22.3.— The choice between de and par after a 
passive v. is sometimes a cause of doubt, even 
for the French. In general, par is more prop- 
erly employed when the v. expresses an action, 
648. ^ 

Paraitre, to appear.— Y. irr. Pres. part. 
ParaissaiU, — Pa. part. Parn. — Indicative 
mood, pres. tense : Je parai.i. tu parai.", il pa- 
ra'it, nous puruis.'-otis, rous pnraisse.-:, ils pa- 
raix*p«r.— Imperfect tense : Je pnraissais, tu 
paraissais, il pnraissail, nous paraisnions, rous 
pnraissiez, ils paraissaient.—PASt tense defi- 
nite : Je parus, tu parns, il puriif, nous pa- 
rumes, rous pari/te.". ils parurt-nl. — Fut. tense, 
regular. — (-onditional mood, regular. — Imper- 
ative mood : Parais, paraissons, parnissez. — 
Subjunctive mood, pres. tense : Queje paraisse, 
que tu puraissfs, qu'il paraisse, que nous pa- 
raissions, que vous paraissiez, qu' iU- paraisse/it. 
— Past tense : Que.je paruss/-, que tu parvsses, 
qu'il pnrut, que nous parussions, que vous pa- 
ruysi'-z, qu'ils paru.isent. 

Parce que, because.— Conj. formed of 
three words : par, by ; ce, that ; que, which or 
that. When combined as above, it signifies be- 
cause ; but when the three words remain sep- 
arate, thej' retain their original meaning, 67. 

Participles.— The prest-ut participle oi 
verbs ending in er in the infinitive mood is 
formed by changing this termination into aut, 
1 15.— The pres. part, of verbs ending in ir in the 
intin. is formed by changing this termination 
into issaiif, 25H. — 'I he pres. i)art. of verbs end- 
irg in re in the infin. is formed by changing 
this teiminalion into aid, 2.59. 

The use of the present participle, to signify 
that ihe action is instantaneous, is very niicom- 
mon in French, 83. — The Knglish participle is 
sometimes rendered hy the infinitive, with ihe 
prep. ", liiiis: He isstudifiu;/, II estii ^ludier,20?>. 

The present participle it> otten used uh an ad- 



jective, in French as well as in Ei5glish, 219. 
— When used as an adj. it follows the rule of 
the adj. and agrees in gender and number 
with the subst. .SS'8. 

The present participle sometimes becomes a 
subst. S99. 

When the pres. part, in English, is either the 
subject or the regimen of a v. it is rendered by 
the infinitive, 671. 

The pa.H partiriple of verbs ending in er in 
the infinitive mood is formed by changing this 
termination iTito e, 52. — The pa. part, of ^■erbs 
ending in ir in the infin. is formed by changing 
this termination into i, 481.- The pa. part, of 
verbs ending in re in the infin. is formed by 
changing this termination into ?/, £81. 

The verbs in indre, which are irregular, form 
their pa. part, by changing dre into t, 612. 

Participles form their fem. and pi. in the 
same manner as adjectives, 53. 

When the past participle is used as an adj. 
it follows the rule of the adj. and agrees in gen- 
der and number with the subst. 63. — It is then 
almost invariably placed after the subst. .355. 

The pa. part, when accompanied with the v. 
acoir, agrees in gender and number with its di- 
rect regimen, if that regimen precedes it, 105. 
— But it remains invariable, when its regimen 
follows it, 106. 

'i he pa. part, when conjugated with the v. 
tire, agrees in gender and number with its 
subject, 354.— There is an exception to the pre- 
ceding rule : when the v. has the refiective or 
pronominal form. — Of the two pronouns which 
precede a pronominal v. the second may be a 
direct or an indirect regimen. If indirect, the 
pa. part, instead of agreeing with the subject 
(354) agrees with the diiect regimen, provided 
that regimen precedes it. And when the direct 
regimen follows, the part, remains invariable, 
5()8.— If the second of the two pronouns which 
precede a pronominal v. is a direct regimen, 
the pa. part, agrees with it, 569, § 1. — In the 
verbs which are accidentally pronominal, the 
sense shows whether the second pron. is a di- 
rect or an indirect regimen. In those that are 
essentially pronominal, of which a list has been 
given (264) the pron. is always a direct regi- 
men, and accordingly the part, always agrees 
with it. The only exception is sUinot/er, to 
arrogate, where the pron. is an indirect regi- 
men. 569, § 2. 

The pa. part, when conjugated with the v. 
e/re, agrees with its subject (.354) even when 
this sul^iect follows it by iriversion. 

The pa. part, which rel'ers to the pron. per- 
soiiue, nobody, always remains invariable, and 
the part, which refers to the subst. personne or 
personnes, person, persons, agrees with it in 
gender and number (in the cases determined by 
rules, 63, 105, 354, and .3«8), 510. 

The pa. part, ete is invariable, 511. 

When a participle refers to two or more sub- 
stantives, or pronouns, either sing, or pi. and 
of different genders, it takes the pi. foim and 
the masc. gender (in the cases determined by 
rules, 6.3, 105, 354, and 398), 665. - 

The pa. participles utttndu, cxcepte, j^assv, 
suppose, and vu, are sometin)es employed as 
prepositions, and, as such, they precede the 
subst. which they govern, aud are invaiiable. 
673. 

Partir, to depart. -V. irr. Pres. part. I'ar- 
taut.— l'-A. jiart. legular.— Indicative mood, 
pres. lense : Je pars, tu pars, it purl, nous par- 
tons, rous paittz, ih pai tfid.—lmyarTcci tense: 
Jepartnis, tu paitnis, il pailriit, nous ptirlious, 
vous pa) lirz. ils pa, tiii<.ul.—F»s\ tense defii.ile, 
regiifar.— Future teu'C. Kgiiliir.— Condilioial 
mood, regular.— IniperHtive mood : Pars,par- 
<o;(f(, />(i/f/5.— . Sulijunctive mood, pres, lynae: 



594 



INDEX. 



Que je parte, que (u partes, qu'il parte, que 
noun partioiif!, que voux partiez, quails partt-nt. 
PHSt tense, regrular. — Conjugated with efre 
when it denotes a state ; with aioir, when it 
denotes an action. 

Pas, not. — The primary sense of pas is 
step. ft acquires a negative meaning only 
when preceded by ne, in which case the two 
words together signify rio<. See Ne. — In nega- 
tive sentences, the word %vis may be suppressed 
after the verbs ccs.ier, oxer, pouroir, and xaroir, 
especially when these verbs govern an infini- 
tive, 80.— Is not used after the prep, sanx, 410. 
— Its place varies. It maj' precede or follow 
the V. in the infin. mood ; yet it is more com- 
monly placed before the intin. than after it, 549. 

l*as lie. — Corresponds to no or iiof any. 
lilce unruii ; but it differs from aurun inasmuch 
as it refers to the pi. as well as the sing, and 
has besides a more indefinite sense, 385. 

Passe.— Pa. part, of the v. pnxxer, to pass. 
Invariable when employed as a prep, signify- 
ing after, and preceding the subst. which it 
governs, 673. 

Passive ver"bs. — Are conjugated, in 
French as in English, with the auxiliary v. 
etre, 338. — The passive form, used in Knglish 
to express that something is to be done or un- 
dergone, is rendered in French by the prep, h, 
followed by the infinitive, thus : Hr ix In he 
pitied, II eU h plaindre, 409.— The passive form 
is less frequently used in French than in Eng- 
lish, and verbs, which should be passive ac- 
cording to the sense, often take the rellective 
or pronominal form. 6^(5. 

Past tense clelinite.— Is formed by 
changing the termination of the infinitive as 
follows : — er into ni, (it, a, umf^x, utex, treat ; — 
and ir and re into (.-.', z.>, it, im'-.s, ilex, irent, 
598.— This tense represents the action or the 
state from its very beginning ; it expresses 
that it has ceased, and that the duration of 
time it occupied has elapsed, 1.H5.— It is gen- 
erally proper when the English past tense can- 
not be rendered by means of the words unx, 
would, or uxed to, joined to the verb, 138.— It 
is particularly used in narratives. In familiar 
conversation, it is often avoided, as stiff and 
pedantic ; and the past tense indefinite is sub- 
stituted for it, 139. 

Past tense indefinite.- Istheonly 
compound tense that requires particular notice. 
It is formed by combining the pres. tense of 
arMr with the past part, of the principal v. 
This tense is used not only in speaking indefi- 
nitely of any thing past, or of an action done 
at a period of time which is not completed, as 
the English perfect tense is used, when we say 
"/ haoK finished my Iftler, He hax travelted 
murh this year ;■' but the use of this tense is 
authorized also in reference to that time which 
is entirely elapsed. ' It is not therefore incor- 
rect, as it would be in English, to say "// a vu 
son ami hier, He has seen his friend yester- 
day," 291. 

JPast tense of the subjunctive mood. — 
See SuBJtTNCTtvE mood. 

Peindre, to paint.— V. irr. conjugated 
like rrnindre. See also vei-hx in indre. 

PSii, prefix.— Inseparable particle gen- 
erally meaning thoroughly or completel.y. It 
is often altered into par, and forms derivatives 
many of which are nearly the same in French 
and in English, 213. 

» Personne, person.— As a subst. personne 
is always fem. even when it is used to denote 
persons of the male sex. 

Personne.— As an indefinite pron. is al- 
ways masc. sing, and used wiihont an article 
or any determinative word. With the negative 
ne, it signifies 7io one, none, nobody. Without 



the negative, it corresponds to anyone, or any- 
body, 507. — The participle which refers to the 
pron. ;56/-AO/i)ie always remains invariable, 510. 
Pen. — Adv. corresponding to little und/ew. 
It is sometimes rendered in English by the in- 
separable particle un or in. When followed by 
a subst. it requires the prep, de before the 
subst. Peu is also used substantively, 1,54. 

Pe u dc cliose, little.— Adverbial form, 
which is masc. 

Peut-etrc, perhaps. — Adv. after which 
the subject pron. may fbliaw the v. 228. 

Pire, worse, worst. — One of the three ex- 
ceptiotial adjectives which, by themselves, ex- 
press comparison. It is the comparative and 
superlative of mnuvuix, bad. 420. — .Must be re- 
peated before eacli subst. which it modifies, 427. 

Pis, worse, worst. — Comparative and su- 
perlative of the adv. 7nal, ill, badly. 

Plaindi-e, to pity.— V. irr. conjugated 
like craindre. See also Fer/w ?» INDRE. When 
pronominal, .se H?ai/id/e signifies .to complain, 
3C5. 

Plaire, to please. — V. irr. Pres. part. 
Phiixant.—Vsi. part. P/m.— Indicative mood, 
p'-es. tense : Je plais, tu plais, il p)hnt, nous 
plaixonx. vans plaixez, ils plaisenl.— Imperfect 
tense : Je pluixaix, fit plaixaix, il 2ihiixait, nous 
plaixionx, voux pinixiez, ih plainaient. — Past 
tense definite : Je plus, tu plus, il plut, nous 
plumes, voux pliitex, ils plureut. — Future tense, 
regular. — Conditional mood, regular. — Im- 
perative mood : Plaix, plaixons, plaixez. — Sub- 
junctive mood, pres. tense: Que jeplaixe, que 
tu plaixes, qu'il plaixe, que noux plaixionx, que 
voux plaisiez, qu'ils plaixent. — Past tense : Que 
je pliixse, que tu pluxses, qu'il plitt, que nous 
pluxxions, que reus plussiez, qu'ils pi ussent. 

Plciivoir,torain. — Y. irr.and imperson- 
al. Pres. part. rieuvanf.—Fa. part. P?«.— In- 
dicative mood, pres. tense: II jileuf.—lmper- 
fect tense : II pleur.ait. —Fa.st tense definite : II 
plut. — Future tense: II pleuvru. — Conditional 
mood: // pleuvrnit. — No imperative mood. — 
Subjunctive mood, pres. tense ; Qu'il pleuve. — 
Past tense ; qu'il pUil. 

Plwpart.— Fem. and always preceded 
by the ai t. In. It signifies the most part, the 
greatest or the major part, the generality. It 
is called a partitive collective, 204. — .\fter an 
adv. of quantity or aparti'.ive collective noun, 
the prep, de is commonly used without the art. 
But la phqvirt is an exception, and requires 
the compound article after it, 221. — Ld phipait 
is sometimes employed elliptically without a 
subst. after it. In this case, the following v. 
is always in the pi. number, agreeing with a 
pi. subject understood, 222. 

Plural.— The pi. of substantives is regu- 
larly formed by adding s to the sing. 29. 

Substantives ending in s, a-, or z, do not 
change their termination in the pi. 17, 2.37, 430. 

Substantives ending in eu and au form their 
pi. with X instead of s, 232. 

Substantives ending in al form their pi. by 
changing this termination into aux, 379. — The 
exceptions are : li(dx, carnavals, rigah, calx, 
avals, canfalx, nopals, pals, chacals, servali, 
380. 

The following substantives, ending in ail, 
form their pi. by changing this termination in- 
to aux : hail, corail. email, .loupirail, travail, 
vMnlail. verdail. The other substantives in ail 
form their pi. regularly, 616. 

The following substantives, ending in ou, 
form their pi. with x instead of ,f .• hijou, coAl- 
lou, ehou, yiiou, hibou, jonjou, pou. The other 
substantives in ou form their pi. regularly, 659. 

Substantives borrowed from foreign langua- 
ges generally begin by being invariable ; but 



rN'DEX. 



595 



vrhen, ,by ^adual assimilation, they are in 
common nse, they follow the general rule, 692. 

Uninflected parts of speech, when acciden- 
tally used as substantives, remain invariable, 
703. 

Substantives borrowed from foreign langua- 
ges, and consisting of two or more words joined 
by a hyphen, are invariable, 672. 

Most grammarians are of opinion that proper 
names bhould always be invariable, unless they 
be employed as common siibst. The judicious 
I^emare, however, shows by numerous exam- 
ples that the best writers give the pi. form to 
proper names, when they belong to several in- 
dividuals, 695, § 1. — A proper name is invaria- 
ble, when it swerves to designate a single person, 
and is nevertheless preceded bj' les or another 
definitive in the pi. 4)95, g 2. 

The pi. of adjectives, like that of substan- 
tives is regularly formed by adding s to the 
sing. 25. 

Adjectives ending in .« or x do not change 
their termination in the pi. 158. 

Adjectives ending in au form their pi. iu x 
instead of », 285. 

Adjectives ending in al generally form their 
pi. by changing al into mix. There are some 
exceptions, as fatal'', ^tinals, na.«a/.?, 469. 

Participles form their pi. in the same manner 
as adjectives, 53. 

If one of the component parts of a compound 
subst. is a word that has ceased to be used 
alone, it is considered as an adj. and takes the 
pi. when the sen.se requires it, 651. 

In compound adjectives beginning with mf, 
demi, and neini, these three words, signifying 
half, remain invariable, 663. 

When two adjectives form a compound, in 
which the first is used adverbially and qualifies 
the second, the first adj. is invarialjle, and the 
second agrees with the subst. 698, § 2. 

In compound words, those component parts 
which are neither substantives nor adjectives 
are always invariable, 651. 

When a compound adj. is formed of two ad- 
jectives, they are both declinable (except in the 
cases foreseen by rules 668 and 698). 680. 

When a compound word is formed of an adj. 
and a subst. they both take the pi. form, if the 
sense requires it, 679. 

When a compound word is formed of two 
substantives joined bj- a hyphen, each of the 
component parts takes the pi. if the sense re- 
quires it, 678. 

When two adjectives form a compound in 
which the second qualifies the first, they are 
both invariable, 69.'-'. 

Plagj more, most. — Serves to form the 
comparative of superiority, and the superla- 
tive, 114. — When in Kngllsh the conj. than 
follows, it is rendered by i^uf, S'L—Plus must 
be repeated before each adj., v., or adv. which 
it modifies, 427. 

Plnslears, several. — Indefinite adj. 
Invariable, plural, and of both genders. It 
corresponds to several, some, and many. It is 
sometimes used as an indefinite pron. 245. 

Plntot, rather.— For the difference be- 
tween jihifdt and plus tof, see tot. 

Pliitot que, rather than. — Connective 
after which the v. agrees with its first subject 
only, 675. 

Poliidre, to dawn.— V. irr. conjugated 
like cniiiiilie, but scarcely ever used otherwise 
than in the infinitive mood and the future 
tense. 

Point, point, not.— Tlag a negative mean- 
ing only when preceded by n«, in which case 
the two words together signily tiot, like ne pnti. 
See 10, 410. He point is mv.re emphatically 
negative than ne ixu. 



Pose qvie, admitting that.— Connective 
followed by the subjunctive mood, 244. 

Possessive case.— There is no such 
case in French. When it occurs in English, it 
should be rendered by the art. and the prep. 
de, thus : PHer\t booh; Le line de Pierrf, 56. 

Possessive Adjectives.— See Ad- 
jectives. 

Possessive Pronouns.— See Pro- 

Pour. — Prep, corresponding to for, Iq, 
in Older In. HI.— Wlien the English jirep. to, 
before the infinitive mood, signifies in order to, 
it is rendered in French by pour, 371. 

Pour peu que. — Gallicism, which 
corresponds to the English expressions, Evr .vo 
little, or at all, 235. This conjunctive form is 
followed by the subjunctive mood, 244. 

Pour que, in order that. — Connective 
followed by the subjunctive mood, 244. 

Pourvoir, to provide.— V. irr. conjuga- 
ted like voir in ihe pres. and pa. part., the pres. 
and imperfect tenses of the indicative, the im- 
perative mood, and the pres. tense of the sub- 
junctive mood. — Past tense definite: Je potir- 
i-».«, tu pourvux, it potirtiit, iwus poiirciime.t, 
roH.s' poarviiff.". ilfi pourvurent. — Future tense, 
regular. — Conditional mood, regular. — Past 
tense, subjunctive mood : Que je pourvu!>xe., que 
tn pourcu>i.sei>,qu''il pourviit, que nous pourvus- 
sion.t, qu£ roui* pourvwisiez, quails pourvu.isent. 

Pourvu. que, provided. — Connective 
followed by the subjunctive mood, 244. 
j Pouvoir, to be able.— V. irr. Pres. part. 
I PoHvaiit. — Pa. part. Pu. — Indicative mood, 
I pres. tense : Je puix, or je peux, tu peux, il 
peut, 7I0U.V pouron.<i, vou-<i pouvez, ils ptucent. — 
Imperfect tense : Je pouvnia, tu poucnis, il 
! poucait, nous pourions, voiis pouriez, ils pou- 
j vnieiit. — Past tense definite : Je pu-i, txt pus, il 
I pid, nous piimes, vous piites, ils pureiit. — Future 
tense : Je pourrai, tu pourras, il pourra, ttnus 
pourrotis, vous ponrrez, ils pourront. Pro- 
nounce rr as single r. — Conditional mood : Je 
pourrais, tu pourrnis, il ponrrnit, nous pour- 
rions, rous pourriez, i!s pnurraimf. Pronounce 
rr as single r. — Xo imperative mood. — Subjunc- 
tive mood, pres. tense: Que je pui.<ise, que tu 
pui.<:ses, qu'il puisse, que nous pui.<-sion.?, one 
vons jiuixsiez, qiiUls puissent. — Past tense : Que 
je pwise, que tu pu.tses, qu'il piit. que nous pu.i- 
fions, que voits pussiez, qu'Hs pu.-sent. 

In negative sentences, the woril pus may be 
snppres.sed nftev pouvoir, especially when this 
V. governs an infinitive, 80. 

The absence of au English form equivalent 
to the pa. part, pu, gives rise to different con- 
structions, which may all be reduced to a sin- 
gle one in French : pu forming a compound 
tense with the anxil. v. aroir, and being fol- 
lowed by an infinitive, thus: II aurail pu 
nioarir.he might have died, 647. 

PRE.— Prefix. Inseparable particle, gen- 
erally denoting priority or superiority. Many 
of the derivatives in which it is found are 
nearly the same in French anrl in English. 
Pii sometimes corresponds to the English pre- 
fix fore, 2UH. 

Premier, first.— See UMii.ME, 421 and 
65;^, § 2. 

Prendre, to take. — V. irr. Pres. part. 
Prenant.—VA. part. Pd".".— Indicative mood, 
pres. tense : Je premls, tu prends, il prend, 
)tous prenons, rous prenez, its preiinent. — Im- 
perfect tense : Je prennix, tu jifeniiis, il pre- 
unit, nous prenions, rous pre.nitz, ils prenair.nt. 
-Past fen.se definite: ./e pi is, tu pris, il pril, 
nous primes, vous pr'Urs, ils prireut. — Future 
tense, regular. — Conditional mood, regular. — 
Imperative mood : Prends, prenons, prenez. — 
Subjunctive mood, pres. tense : Que je prcnne, 



596 



INDEX. 



que in prennes, qu'il prenve, que nous prenionft, 
que tons pre niez, quails prenDent. — Past tense : 
Que jc ptisKC, que tu pri.'fex, qu^il piit, que 
nous prisiiojiK, que roun prisniez, qu'ih pris- 
senf. 

Prepositions.— The principal prepo- 
sitions are : n, apies, ailemfu, aiuDit, avcc, 
rhrz, coiitre, daun, de, depuis, deniire, din, 
drv/(iit, dunint, en, entre, euvf-rs, horinic, horn, 
ninhfie, moi/ennani, noiiohntaiit, outie, par, 
2)(iruii, pendant, pour, sans, sauf, .selon, sous, 
suirant, sur, touchant, vers, vis'-h-vis. Those 
vhieh require particular notice will be found, 
each in its alphabetical place. 

The prepositions ti, de, en, must be repeated 
before each subst., adj., pron., or v. which they 
povern, 109. — The others need not be repeated, 
unless the regimens have meanings totally dif- 
ferent, or express contrary ideas, 2(53. 

Prepositions govern the infinitive mood. En 
is the only one that governs the pres. part. 129. 

The prep, in, required in Knglish after a su- 
perlative and before the name of a place, is 
rendered by de and not by dans, 128. 

Some prepositions may govern others. Be 
sometimes governs npres, uvec, en, entre, chez, 
pur, pris, iiupris, 22;^ 

The prep, to, wliich is often omitted in Eng- 
lish before the indirect regimen of a verb, must 
always be rendered in French, nJien thai rec/i- 
inen 'is n subst.. by a. Or by the contraction of 
h with the article : au, aux, 160. 

The inversive construction, so frequent in 
English, by which the prep, governing a rela- 
tive pron. is thrown to the end of a phrase, 
never takes place in French, 445. 

List of adjectives, with the prepositions 
which they govern, 620. 

i*res, near. —When a prep, is generally fol- 
lowed by <^'.— May be governed by de, 22;i. 

Present tense.— The pres. tense of the 
indicative mood is formed by changing the 
termination of the infinitive iis follows :— ^r 
into e, es, e, ons, ez, ent ; — ir into is, i.i, it, is- 
sons, issez, issent ; — re into s, s (blank), ons, ez, 
ent. 614. 

The use of the pres. part, to signify that the 
action is instanianeons, is very uncommon in 
French ; nor is there any such word as do or 
did. to give greater strength to an affirmation ; 
so that these three modes of expression, lie 
ff/iv.v, lie isf/irini/, and He does f/ive, have but 
one translation iii French : II donne, 85. 

The present tense, used in Engli>h, to point 
out the relative time of a future action, must 
be rendered in French by the future, 3.34. 

When a v. is preceded by an adv. or a conj. 
of time, as uhen, while, as soon as, etc., and 
when the future tense is implied from the ref- 
erence of tliat v. to another v. in the future 
tense or in the imperative mood, the pres. 
tense, jreneraliy employed in English, must be 
rendered by the future tense in French, 472. 

For tlie 7)resent tense of the subjunctive 
mood, see Sub.jusctive. 

PIIO.— Prefix. Inseparable particle de- 
noting progress, moving outwardly, lengthen- 
irig, or diffusion. This particle exists in many 
words which are nearly the same in both lan- 
guages, 182. 

Prodiiire, to produce.— Y. irr. conju- 
gated like roiidiiire. 

Pronoiiiiital vei'tos.— See Verbs. 

ProKOvms.— The Person.\l Pronouns 
are : Je, me, nioi—Tu, te, toi—II, le, hi), elle, hi, 
S')i, .'••« — Noas — Vou.i — lis, ellcs, les, eu.v, leur — 
En, !/. 

'i \\^ personal pronouns, mo!, toi, hii, elle, soi, 
iioiis^ rniix^ i^iix, ellis, con\h\\\e wiih the adj. 
)iiirue, and :.cciuire the following significa- 
tions: Mo-i nieijte, myself; toi'Vitnie, thyself; 



hd-meme, Itimself, itself; elJe-meme, herself, 
itself; .soi-meme, one's self; nous-mime, our- 
self ; ■rto«.s'-?«cwie.y, ourselves ; vous-ineme, yonv- 
self ; rous-memes. yourselves; ^Mra-^jY^wcs, them- 
selves ; elles-nie.mes, themselves, 464. — These 
pronouns, sometimes necessary to avoid am- 
biguity (400), may also be used as mere exple 
lives, for the sake of emphasis, 473. 

A persoiuil pron. used as a subject, generally 
precedes the v. in affirmative phrases. It may 
follow it, however, after the words : au.-i.ii, 
peut-etre, enrore, toujours, en vain, du mains, 
au nioins, h peine, 228. 

The personal pron. precedes the v. not only 
when it is the subject, but also when it is the 
regimen, whether direct or indirect, 43. 

The interrogative construction, when the 
subject is a pron., is formed by placing the sub- 
ject after the v. The v. and pron. in this 
case are joined by a hyphen, 40. 

The repetition of the subject pron. depends 
rather on the taste of the speaker than on any 
precise rule. Yet, it may be stated in a general 
way that the repetition of the pron. is more 
fre(|uent in French than in English, 389. 

'J'he personal pron. when a regimen, must be 
repeated before each v. employed in a simple 
tense, 682. 

In the imperative mood, the personal pron. 
which is the regimen of the v. is placed after 
it. when the phrase is not negative, 297. — But 
when the phrase is negative, the pron. pre- 
cedes the V. 2QS. 

The pronouns I, tliou, Jie, sJie, if, we, yon, 
they, are rendered by moi, toi, lui, tile, nous, 
vous, eux, elles, after a conj. when the v. which 
they govern is understood. But when the v. 
is expressed, the subject pronouns are : Je, tu, 
il, elle, 7I0US, vous, its, elles, 476. 

AVhen he, him, she, her, they, them, do not 
rel'er to any person or persons mentioned be- 
fore, but are used in an indefinite sense, they 
must be rendered by the demonstrative pro- 
nouns, relui, celle, ceux, relies, instead of the 
personal pronouns, il, lui, elle, la, ils, eux, elles, 
425. 

A pron. cannot represent a subst. used in an 
undetermined sense, without an article or any 
other definitive, such as re, un, mon, plu.'-ieurs, 
etc., especially when this subst. is combined 
with a v. or a prep, with which it expresses a 
single idea, 588, § 1. To render the use of a 
pron. correct in such phrases, the construction 
must be so disposed as to restrict the sense 
of the subst. by means of a definitive, 688, § 2. 

When the art. le, la, le^ is substituted for a 
possessive adj. before a regimen (tiS), care must 
be taken, in order to avoid ambiguity, to make 
use of a pi-on. showing who the possessor is, 
593, § 1.— This pron. is an indirect regimen, 
when the subst. is a direct one, as in the 
phrase, Fou.s lui tdtez le pouls ; and a direct 
regimen when the subst. is an indirect one, 
thus : Vous LE prenez par la main, 59.3, S 2. — 
The necessity of employing a pron. denoting 
who the possessor is, often gives the v. the fonn 
of a reflective v. thus : Je me tdte le pouls, .593, 
§ 3. — The pronoun showing who the possessor 
is. may sometimes be the subject, thus ; J'al 
mal AU bras, 593, § 4. 

The personal pron. which precedes roilli and 
void, is the regimen of these words, which sig- 
nif^y hehohl. ("onsequently we say, Le roila, 
LA rolld, and not II i-oi7a, elle coilh, 294. 

The Possessive puo.nouns are : Le mien, la 
i/iieiiiie, les miens, les in iennes — Letien, la tienne, 
les Hens, les tiennes — L", sien. la sienne, les sienf, 
les sieitn's — Le notre, la iiotre, les iiotres — Le 
rotre, la voire, les votres—Le leur, la leur, les 
leurs. 
The possessive pron. agrees in gender and 



I^'DEX. 



597 



nnmber with the object possessed, and not with 
the possessor, ns the English pioii. does, 132. 

The possessive pronouns are sometimes used 
as substantives, to denote our leUitions, friends, 
or dependents ; but only in the masc. gender 
and in the pi. number, 641. 

The Demonstkative proxocss are: Ce, 
ceci, cda—Cdui, cells, ceux, celles. 

The Relative pkosocns are : Qui, que, 
9'(0!, d'int, hqw.l, laquelle, lesquels, leaquelleii, 
ou, d'oit, par oit. 

A relative pron. always takes the gender, 
number, and person of the antecedent, and the 
V. agrees with it accordingly, 37, § 2. 

The pronominal adj. quel'CtX) combines with 
the art. simple or compound, and forms : hqud, 
laqudle. h^quek; le-squ^llcs — Duqud, de la- 
quetle, desqueh, dfxqufUes—Aitquel, a laquelle, 
au.rqiielt, auxquelle", 165. 

Leqnel, etc., are seldom used as subjects or 
as direct regimens, unless they become neces- 
, sary to avoid ambiguity. The subject is gen- 
erally represented by qui, and the direct regi- 
men by que, 173. 

If the relative pron. is governed by a prep, 
it is generally expressed by qui, when it refers 
to persons, and by lequel, laquelle, etc., when 
it refers to things. 

A simple adjective cannot be the antecedent 
of a relative pron. But when an adj. is pre- 
ceded by the article, it is employed substan- 
tively and may be an anleceJent. 669. 

The IXDEFiNiTE PRO.vou-SS are : Autre, an- 
trui, rhiruit, I'un, Vun H Vautre, V iin ouVau- 
tre, on, perxoime, quetqa' uii, quiconque. 

Besides the general rules given under this 
head, each of the pronouns requiring a particu- 
lar mention will be found in its alphabetical 
place. 

Proiiuiicintlon.— See Ixteoducto- 
KY Lkssox, page vii. 

Puisque, since. — The elision of the final 
e takes place before it, elle, on, un, uiie. 



Q. 



Ortiand.— Is used as an adv. andasa conj. 
As an adv. it means when or whenever ; as a 
conj. it corresponds to though, ecen, though 
eren. if eren. and wJmt though, 176.— When 
quand signifies though, it is always followed by 
H v. in the conditional mood. Qunnd must not 
be confounded with quoique, which siirnifies 
though, but requires the subjunctive mood after 
it, 4U8. 

Q,uaiit.— .\dv. always followed by ii, and 
signifying with regard to, with respect to, cw to, 
a.1 for. 

Q,aatre-vlngt8, eightj-.— The final « 
is suppressed, when qualre-vingiM is joined to a 
following number. My. 

^ue, pron.— Is either absolute or relative. 
When absolute, it corresponds to what ; when 
relative, it signifies, whom, whirh, or Ih'it. In 
both cases it is almost invariably a direct regi- 
men. 72, 173. 

Q,ue.— CJonnective. Generally corresponds 
to that. Has a great variety of meaiiing.-, be- 
sides. When preceded t>y the negative particle 
n", it corre.sponds to the English word hut, in its 
restrictive sense of ou'i/. Hare, or except. L. I. 
—The English conj. than, after the compara- 
tive, is rendered by que, 376.— Que is used for 
coinh}fn in e.xclamative phrases, and corres- 
ponds to how, how much, and how many. When 
placed before a substantive, it requires de, 552. 
— In inversive phrases in which re, the v. ilre 
and the regimen, precede the subject, que is em- 
ployed as a connective, when both the subject 



' and regimen are subst. 690. — The elision of the 
e in que takes place bo;ore a vowel or an h 
mute, 11. 
[ ^liel. — Pronominal adj. generally corres- 
ponding to what ; sometimes to which. Its 
j fem. is quelle ; its pi. masc. quel.-', and its pi. 
j fem. quelles, 71.— Is not followed by un, une, iu 
I exclamations, when the English word what re- 
I quires a, an after it, 84.— Combined with the 
I article, simple or compound, it forms the rela- 
tive pronoun lequel, laquelle, etc. 165. 

Q,ueicoiiqae.— Indefinite adj. corres- 
ponding to wh'tttver or any. 
\ Q,uelque.— Indefinite adj. corresponding 
! to xoiiie. «'.?/. iind a few. When used in the 
I sing, it denotes an "undetermined person or 
j thing ; and in the pi. an undetermined number 
of per-sons or things, 144. 

Quelque, followed by que, corresponds to 
wh/itecer and howet.-er, 386. 

Quelque, followed by que, may be joined to a 
subst., to an adj., or to an adv. 392. 

Quelque, joined to a subst., and signifjing 
whatever or ichatsoecer, is an adj., and agrees 
iu number with the subst. to which it is joined. 
The word que follows the subst. as soeoer some- 
times does in English. 393. 

Quelque, joined to an adj. or an adv., and sig- 
nifying however or howsoever, is an adv., and 
therefore invariable, 394.— But when the adj. 
which comes after quelque is connected with a 
subst., quf:lqae agrees with that subst. 395. 

The elision of the final e in quelque is admit- 
ted only before the words un and autre, 145. 

Q,ael qixe.— Followed by a v. signifies 
whoever or whnlecer. It forms two words, the 
first of which is an adj. agreeing in gender and 
number with the subject of the v. .396. 

Q^uelque chose, something. — C/io^e 
is a fem. subst. 15 : but quelque cho.'te, signifying 
something or any thing, is an adverbial form, 
which is masc. 166.— When quelque chose, in 
the sense cf something or anything, is followed 
by an adj., it requires the prep, de before the 
adj., which retains the masc. termination. 571. 
Q,uelqu'uii.— Indefinite pron. When 
used in an absolute sense, that is, without any 
reference to a subst., it corresponds to someone, 
somebody, any one, any body. In this sense, it 
is used only in speaking of persons, and is al- 
ways masc. It may take the pi. form, quel- 
ques-uns, but only when it is a subject, 642, § 
1. — When it is not absolute and refers to a 
subst., it corresponds to.«o»ieanda;i.y, and may 
relate to things as well as to persons. In this 
sense it takes the fem. and pi. forms, quel- 
qu'une, qae!quev-un.o, quelques-unes, 642, § 2. 

Q,uerir, to fetch.— V. defective. Is used 
only in the infinitive, with the verbs aller, ve- 
nir, and enroyer. The French Academy writes 
queiir. The other lexicographers are unani- 
mous in writing qwerir, with the acute accent, 
as the Academy itself writes the derivatives 
acqu^rir, couquerir, requdrir. 

^ul.—Ilclative pron. generally correspond- 
ing to the English words who, whom, whirh, 
that, and sometimes what. It is al-so used as 
an absolute pron., particularly in interroga- 
tions ; in this case it refers only to persons, 9. 
— Qui, when it is relative, that "is, when it has 
an antecedent, may be a subject or an indirect 
regimen. When it is a subject, it may refer to 
persons or to things. But when it is an indi- 
rect regimen, preceded by a prep , it refe.rsonly 
to persons, or to personified things, in poetical 
language, 37, § 1, 172— It alwuys takes the 
gender, number, and person of the antecedent, 
and the v. agrees with it accordingly, 37, § 2. — 
The subject is much n-.ore frequeiiilv represent- 
ed by qui than by lequel, 173.— If the relative 
pron. is governed by a prep., it is gOQerally ex- 



598 



INDEX. 



pressed by qui, when it refers to persons, and 
by Uquel, laquelU, etc., when it refers to things, 

Q,uicon<iuc, whoevftr. — Indefinite 
proxi. generally masc. and always sing. It re- 
fers to persons only, 631. 

Q,iioi.-Fron. May be either absolute or 
relative. Refers to things and not to persons. 
When absolute it corresponds to what, or what 
(hhuj, and is generally governed by a prep. 
M'hen relative, which seldom happens, it sig- 
nifies ichich, and is always an indirect regi- 
men, 73. 

Ctiioiqiie, though.— One of the conjunc- 
tions after which the subjunctive mood is re- 
quired, 244. — Must not be confounded with quoi 
que, in two separate words, signifying ichntacer. 
The elision of the ein quoique is admitted only 
before il, elle, on, iin, une, 528. 



K. 



Ii!Ej. prefix.— Inseparable particle, deno- 
ting repetition, reduplication, doing or begin- 
ning over again ; — or coming or going back ;— 
or, lastly, gradual increase or completion. 
The e of this particle is sometimes cut olf, 146. 

K-E. termination.— One of the three termi- 
nations of the infinitive mood of French 
verbs, 78. 

There are also many French words ending in 
re, which have become English, sometimes 
with the same orthography, and sometimes 
by transposing the final letters, 2157. 

Recevoir, to receive. — V. irr. conju- 
gated like apercenoir. 

R^dliire, to reduce.— V. irr. conjugated 
like condnire. 

Reflective Vei'l>s.— See Pronomi- 
nal, under the head Verbs. 

RegiMieii.— The siibst. which is the re- 
gimen of a v. generallj' follows it. 

The personal pron. which is the regimen of 
a Y. precedes it (except in the imperative 
mood), 43. 

When several objective pronouns precede a 
v., le, la, les are placed before lui and leur, and 
after me, te, .se, nous, and vous, 488. 

Personal pronouns, when they are regimens, 
must be repeated with each v. in its simple 
tenses ; and even in its compound tenses unless 
the auxiliary be suppressed, 699. 

The pron., when a regimen, is placed before 
its v. (43) ; but when an infinitive is governed 
by another v., the pron. referring to this infini- 
tive may be placed before either verb. How- 
ever, it is more conformable to general custom 
to place the pron. regimen before the v. that 
governs it, 61(i. 

In the imperative mood, the personal pron. 
which is the regiiDcn of the v. is placed after 
it, when the phrase is not negative, 297. — Hut 
when the phrase is negative, the pron. precedes 
the V. 298. 

When a v. in the imperative mood is followed 
by two object pronouns, the one direct, and 
the other indirect, the direct regimen is placed 
first, 702.— As an exception to the preceding 
rule, and for the sake of euphony, the pronouns 
moi, toi, le, la, when direct regimens, are 
placed after y. But this construction is forced, 
and it is better to avoid it, 702. 

When a v. has two substantives for regimens, 
the one direct and the other indirect, it is 
usually followed by both, and if they are of the 
same length, the direct one is placed first ; if 
not, the shorter precedes the longer, 637.— The 
indirect regimen must be placed first, when 
the direct regimen is a sabst. followed by some 



I words that cannot be separated from it ; and, 
in general, when the sense requires it, to avoid 
ambiguity or obscurity, 686. 

In inversive phrases, in which the regimen 
pr''.cedes the v., this regimen must be rejjeated 
in the form of a pron., which is generally le, la, 
or )e.t, according to the sense, 435. 

When /aire is followed by an infinitive, the 
regimen must not be placed between the two 
verbs. If it is a pron. it must precede /aire 
(43) ; and if a subst. it must follow the second 
V. 548, § 1. — The imperative is the only mood 
in which the regimen, if a pron., is placed be- 
tween /aire and the next v. 548, § 2. 

The personal pron. which precedes voilh and 
voir.i, is the regimen of these words : conse- 
qttently we say, le voiRi, and not II voiVa, 294. 

Repeiitir (Se), to repent.— V. irr. con- 
jugated like gentir. Always pronominal, 364. 

R^soudre, to resolve. — V. irr. Pres. 
part. BA-tolcant. — Pa. part. Resolu, or /exofw.— 
Indicative mood, pres. tense : Je restoun, tu re- 
Hom il resout, nous resolvom, vous resolvez, ■ill 
rexolnent. — Imperfect tense : Je risolvais, tu rd- 
solcaii, il ri-wloait, noun rdxolvion.i, vous ri»ol- 
viez, ils retoloaient. Past tense definite : Je re- 
sohifi, tu rdnolus, il risolut, nous resoh'imes, vous 
resolutes, ils rdsolurent. — Future tense, regular. 
— Conditional mood, regular. —Imperative 
mood : Resous, resolcons, risolvez. — Subjunctive 
mood, pres. tense : Que je risolve, que tu re- 
solves, quHl resolve, que nous resolvioiis, que 
vous resnlviez, qu'ils resolvent. — Past tense : 
Que je resolusse, que tu resolusses, qu'il resoliit, 
que nous resolussions, que vous resolussiez, qu'ils 
resnlussent. — The pa. part, resous is used only 
in the sense of melted, or separated into its com- 
ponent parts. It has no fern. 

Restreindre, to restrain.— Y. irr. con- 
jugated like craindre. See also verbs in In- 

DRE. 

Rien, nothing, any thing.— The prep, de 
must be prefixed to an adj. which follows rien, 
411. — When rien is a direct regimen, it gener- 
ally precedes the v. in the infinitive mood ; and 
in the compound tenses it is placed between the 
auxiliary and the participle. But it follows 
the V. in the simple tenses, 628.— The letters eu 
remain nasal even when the n coalesces with 
the initial vowel of another word. 

Rire, to laugh.— V. irr. Pres. part. Riant. 
—Pa. part. iJ?.— Indicative mood, pres. tense ; 
Je ris, tu ris, il rii, nous rions, vous riez, ils 
rient. — Imperfect tense : Je riais, tu riais, il 
riait, nous riions, vous riiez, Us riaient. It is 
regularly formed ; but the reduplication of the 
i in the first and second persons pi. is to be re- 
marked. — I'ast tense (iellnite : Je ris, tu ris, il 
rit, nous rii/irs\ vuu^ rites, il rirent. — Future 
tense, regular. — Conditional mood, regular. — 
Imperative mood : Ris, rions, riez. — Subjunc- 
tive mood, pres. tense, regular. See Imperfect. 
— Past tense : Que je risse, que tu risses, qu'il 
r'll, que nous rissions, que vous rissiez, qu'ili 
riss/'nt. 

Rom-nre, to break,— V. irr. only in the 
third person sing, of the pres. tense, indicative 
mood : II rompt, instead of II romp. 



Sa, his, her, its.— -Fem. of Son. 

Saillii", to jut out.— V. irr. and defective. 
Used in the infinitive and the third persons 
only. Indicative mood, pres. tense : II suille, 
ils saillent. — Imperfect tense : // saiUait, ils 
saillaient. — No past tense definite. — Future 
tense : II saillera, ils saj7/e;-o«<.— Conditional 
mood : II saillerait, ils sailleraient. — No imper- 



INDEX. 



590 



ative mood. — Subjunctive mood, pre?, tense: 
Qa'ilwiilie, gii'ilsxuilhnl. — Past tense, regrular. 

S'lillir is rejjiiliir in the sense of To rjuxh out, 
or of T'l li^np : out is n^cl only in the iuSnitive 
and in the third persons. 

Saiis> — Frep. corresponding to vithont. 
Is soineiimes rendered iH English by hnt/m; or 
by the termination leas, 98. — .\fter this prep., 
ihe neg.Htives ne, pas, poiut, are not u.sed, 410. 

Saiis que, without, but that. — Connec- 
tive followed by the subjunctive mood, 244. 

Savoir, to know. — V. irr. Pres. part. Sn- 
chaiit. — Pa. part. .S«. — Indicative mood, pres. 
ten.se : Je nais, tii xuis. il *«?<, tiou-t Kuroiv, rows 
Kiirt-z, il.i facent. — Imperfect tense : Je xiicais. 
In wjivij.«, il tnrnit, iioni> sucioiis, roaf saciez, 
iiH KicaieiU. — Past tense definite: Je .<iw, tu «««, 
il .su(, nous i^itmes, voux xittes, ils xurenf. — Fu- 
ture tense : Je Kaurai, tu .«/«ra«, il snura, nous 
miuroiis, rous n'.iiirez, ih sauront. — Conditional 
mood : Je snnrais, la sanrain, il sanruit, uons 
snurion-i, voux xaunez, ilx suuraienl. — Impera- 
tive mood : Surhe, ftxrhoiiK, sachtz. — Subjunc- 
tive mood, pres. tense : Que je foche, que tu 
sacliex, qii'il suche, que nous nurhionx, qwi rous 
sarhiez, quails Mtchciit. — Past tense : Que Je 
guf»e, que tu xus^eg, qu'il *«', que nous su-^sions, 
que rous susfdez, qu'iln s«.w«(^ 

In negative sentences, the word pas may be 
suppressed after suvoir, especially when this 
V. governs an infinitive, 80. 

"To know how to do a thing" is generally 
expressed in French, by Savoir /aire une ihose. 
The adv. comment, which should be the trans- 
lation of hotr, is usually omitted. Sncoir. fol- 
lowefl by an infinitive is often used also when 
ain or couhl is employed in Kngiish, as : Sacez- 
voiix lire'f Can you read ? 281. 

Se. — Personal pron. of both genders and 
numbers, corresponding to fiinin'-l/, herself, 
itxelf, oiift' H xelf, Ihtmselcex, as a direct regimen. 
It signifies also to himself, to herself, etc., as an 
indirect regimen, 65.— The elision of the e takes 
place before a word beginning with a vowel or 
an h mute, II. 

Semi, half. — .\lways joined to another 
word, au-l invariable, 6u6. 

Sentir, to feel. — V. irr. Pres. part. 
Sentaiil. — Pa. part, regular. — Indicative mood, 
pie.i. tense : Je sf-ns, tu sens, il sent, nous sen- 
tons, rous senlez, ils ventent.—ltaperTect tense : 
Je senilis, tu sentais, il sentnit, nous Sfntions, 
rouA sentiez, ils sentaient. — Past tense definite, 
regular. — Future ten.se, regular. — C^ondiiional 
mood, regular. — Imperati\e mood: Sf:us, sen- 
f'lns, Kf^nttrz. — Subjunctive luood, pres. tense: 
Q'le je seitte, que tu scutes-, qu'il senlr, que nous 
sfiitinns, que coos sentiez, qu'ih senlent. — Past 
tc-n.-ie, regular. 

Seoir, to sit. — V. irr. defective and obso- 
lete. '1 he only forms still in u.se are the pres. 
part, si'tnt, and the pa. part, sis, a» a verbal 
adj. meaning situated. See the next paragraph. 

Seolr,to be becoming.— V. irr. and defec- 
tive. The infinitive is ob.solete. Pres. part. 
sfijanl. This v. is used only in the third per- 
sons of the following lenses. Pres. tense, in- 
dicative mood : H sied, ils sident. — Imperfect 
tense: // set/ait. ils sei/uient. — P'uture tense : 
// ifidra, ils iricront. — ('oi'ditional mood : // 
si^rait, ils siSraient.—Freu. tense, subjunctive 
mood: quUl siee, quails sitent. 

Servlr, to serve. — V. irr. Pres. part. Ser- 
vant. — Pa. part. .S'erc?. — Indicative mood, 
pres. tense : Je sers, tu sers, il sert, nous ser- 
vons, reus serrez, ils serrent. — Imperfect tense : 
Je serctns, tu serrais, il sertait, nous serrioiis, 
vous serii'-z, ils sercaient. — Past tense definite, 
regular. — Imperative mood : Sers, tervons, ser- 
res. — Subjunctive mood. pres. teube : Que je 
terve, que tu series, qu'il serve, que nous ser- 



\ rtoiif!, que cons serviez, qu'ih serv-ni. — Past 

tense, regular. 
I Scs, his, her, its.— PI. of son. 

Si. — t.'onj. corresponding to //and irhilher. 
' The eli>ion of the vowel i" in this worfl takes 
place only before il and its pi. ih. Si i.> also 
used as an adv. signifying so, so very, so mwh, 
! and sometimes i/e.% 122. — When the conj. .-/ cor- 
I responds to the English word if, and signifies 
i supposing th'jf, the v. that follows the conj. is 
j used in the pres. tense of the indicative, with 
the correlative v. of the phrase in the future ; 
I or the conj. is follov>-ed by the imperfect tense, 
i with the second v. in the conditional mood, 
j 422. — But when si corresponds to the English 
conj. uh'tJier, and expresses doubt, it may be 
followed by the conditional mood or the future 
tense, according to the sense of the sentence, 
423. — Si, as an adv. of comparison, must be re- 
peated before each adj. or adv. which it modi- 
lies, 427. — In English, after tlie adv. so, the 
word a is placed between the next adj. and 
subst. In French, .") is preceded by i/«, une. 
As tor the place of the adj. it is often optional, 
4.S4. — In negative phrases, the adv. so, before 
the adj.. the part., or the adv., may be rendered 
either by aussi or by si, 475. 

Sieiij his, hers. — See Le siex. 

SIOIV .— Termination. Substantives end- 
ing in sion are fem. 50. 

Si pen que, ever so little.— Connective 
foliowe.l by the subjunctive mood, 244. 

Si tant est que, if so be that. —Con- 
nective followed by the subjunctive mood, 244. 

Sitot, so soon.— See Tot. 

Soi.— Personal pron. of the third person 
sing, corresponding to one's self, sometimes to 
himself, herself, itself It is of both genders, 
and refers to things as well as to persons. It 
is generally used in an undetermined sense, as 
a correlative of an indefinite pron., such as, on, 
quinconque, aiicun, 492. 

Soit que, whether. — Connective fol- 
lowed by the subjunctive mood, 244. 

Sonie.— English adj. Is often rendered 
by the partitive art. de, dn, de la, des, 93. — 
When some is the direct regimen of a v. it is 
rendered by m. placed before the v. except in 
the imperative mood, -184. 

Soil.— PotsesMve a Ij. corresponding to his, 
her, its, and one's. It is masc. and sing. Its 
fem. is su, and the pi. of both genders ses, 51. 
— It agrees in gender and number with the 
subst. that follows it, 107. 

When its refers to a thing which is not the 
subject of the phrase, it is rendered by en, in- 
stead of son, sa, sfs, 277-- When the thing to 
which its relates is the subject of the phrase, 
this adj. is rendered by son. sa, or ses, 2i9. — 
Even when the thing is not the subject of the 
phrase, ils must be rendered by son, su, or ses, 
when it is governed by a prep. 280. 

Before a fem. subst. or adj. beginning with a 
vowel or an h mute, son is substituted lor «</, in 
order to avoid the hiatus, 48;^ S 1.— In this case, 
the letters o/J,in^o;^, continue to be nasal, though 
the n coalesces with the next vowel, 483, § 2. 

Sortir, to go out, — V. irr. Prts. part. 
Sortant. — Pa. part, regular. — Indicative mood, 
pres. tense : Je sors, tu sors, il sort, nou.i sor- 
tons, voits sortez, ils sor tent. —Impev feet tense : 
Je sortais, tu .sortaii, il eortait, nous sordoiia, 
cous sortiez, Us sortaient. —Pixat tense definite, 
regular.— Futiiie tetise, regular.— Conditional 
mood, regular.— Imperative mood : Sors, sor- 
tons, .so(<<3.— Subjunctive mood, pres. tense : 
Que /V sorte, que tu sortes, qu'il sorte, que nou.t 
sortions, que cous sortiez, qu'ils sortent. — Past 
tense, regular.— This v. generally takes iire as 
an auxiliary ; aroir may however be used when 
sortir expresses an action. 



600 



INDEX. 



Souffrir, to suffer. — V. irr. Pres. part. 
5>'(^V((/((. — i'a. pa^t- -S3«/e/-(. — Indicative 
raooil, pres. te;ise : Je soujfre, tit xou^ff'res, il 
so 'iff re, units soiiffroiis, vou.s KOiiffrez, ils soii/- 
fiKiit. — Impert'eci tense : Jt fonffrais, tu so'if- 
//■'Jt-', it t">iiffraU, HOU.1 noifffi iaiin, voxcs .«<(//- 
/li^s. Hi so II ffitiieiU.— Past tense definite, reg- 
ular. — Future tense, regular. — Conditional 
mood, regular. — Imperative mood: Souffre, 
boiiffioHs. Aoi/if'«. —Subjunctive mood, pres. 
tense : Que je souffre, quv tu noiiff'reo, qiiHl 
souffre, que nous souffrioiix, que i.o«-s souffriez, 
gu'ils unuffrent. — Past tense, regular. 

Sous.— Prep, which generally corresponds 
to under, below, or beneath. In a few cases it 
is rendered by icit/i, on, or upon, 300. 

SUB.— Prefix. Inseparable particle, signi- 
fying under, and implying a subordinate de- 
gree. It liegins words many of which are 
nearly the same in English, 009, § 1. — In 
French, as well as in English, the b of sub is 
often changed into c, /, .</, or />, when the ue.\t 
syllable be;;ins with one of these consonants, 
()t.»i>, S 2. — In some words, the b is suppressed, 
CO'J. S H. 

Subject. —The subject generally pre- 
celes the v. in allirmative phrases. 

The subjec;, when a pronoun, is placed after 
the V. in interrogative phrases, 40. 

When the subject is a substantive, in interro- 
gative phrases, it is generally placed before the 
v., and repeated after it in the form of a pron. S6. 

A personal pron. used as a subject, generally 
precedes the v. It may follow it, however, 
lifter the words aussi,peut-efre, encore, toujours, 
en vitiii, du mains, ait inoinn, h peine, 228. 

When the subject is a subst. followed by 
other words which qualify it, it is sometimes 
propiT to place it after the v. 332. 

The subject is placed after the v. in the in- 
cidental phrase by which we designate the 
person whose words are quoted, 373. 

The repetition of the subject pron. depends 
rather on the taste of the speaker than on any 
precise rule. Yet, it may be stated in a general 
way that the repetition of the pron. is more 
frequent in French than in English, 381). 

The subject, when it is a subst., may follow 
the V. if the sense excludes a direct regimen, 
563. 

When the v. has several subjects in the sing., 
either substantives or pronouns of the third 
person, joined by the conj. et, expressed or un- 
derstood, it takes the pi. form, 580. — As a de- 
parture from rule 580, the v. is sometimes 
made to agree with the last subst. only, when 
it is considered as more important than all the 
rest. 

When two substantives arc connected by de 
mime que, aussi biea que, comuie, non plus que, 
p'liiot que, acec, uins-i que, the v. agrees with 
the first subst. only, 675. 

When a v. is preceded by two or more sub- 
stantives which are synonymous, and not con- 
nected by et, it agrees with the last subst. 
only, 666. 

When two subject substantives are joined by 
on, the V. agrees with the last only. This rule 
is sometimes violated, even by good writers, 693. 

When two or more subjects in the sing, are 
joined by the conj. ni, the v. maj^ be made to 
agree with the last subject only, or may be 
put in the pi. The best writeis have given 
numerous examples of both forms, 656. 

When several subject substantives are sum- 
med up in one word, as, toxU, rien, persoiine, 
chacun, etc., the v. agrees with the last subject 
only, 700. 

When a V. refers to several subjects of dif- 
ferent persons, the subjects are summed up by 
the pron. noui or vous, with which the r. 



agrees, 697, § l.—y^ou.t is employed if one of 
the subjects is of the first person ; otherwise 
voit.1 is the proper pron. 697, § 2. 

Subjunctive mood.— The Present 
tense of the subjunctive mood is formel by 
changing the termination of the intiniiivc as 
follows :—er and re into e, e<, e, ions, its, eiit ; 
— and ir into isse, ixses, isve, issionx, issiez, 
issent, 624, § 1. — The peculiarity of verbs in ir 
consists in the addition of the syllable iss to 
every person, but the letters following this syl- 
lable are the same as in the two other forms of 
conjugation, 624, § 2.— In verbs in er the three 
persons of the sing, and the third person of the 
pi. number are similar to the same persons of 
the pres. tense, indicative mood; while in 
verbs in ir and re the similarity exists but in 
the third person pi. 624, § 3. — In verbs in ir, 
the first and second persons sing, and the three 
persons pi. are similar to the same persons of 
the past tense, subjunctive mood, 624, § 4.— In 
the three forms of conjugation, the first and 
second persons pi. are similar to the same 
persons of the imperfect tense, 624, § 5. 

The Past tense of the subjunctive mood is 
formed by changing the termination of the in- 
finitive as follows : er into asse, asse.i, dt, us- 
sjo/i.f, assiez, assent ; — ir and re into isse, isses, 
It, issinns, issiez, issent, 611. 

The tense of the subjunctive mood is deter- 
mined by the tense of the preceding v. 82. — 
The pres. tense of the snbj. mood is employed 
after the pres. and future tenses of the indica- 
tive, 226.— The past tense of the subjunctive is 
employed after the past tenses of the indicative 
mood, 83, and after the conditional, 131. 

The subjunctive mood generally expresses 
that the action of the subject is wished, wanted, 
or required by another person, 81. — It is used 
also :— After verbs, which, in a principal pro- 
position, express surprise, admiration, doubt, 
or fear, 282.— .Vfter a v. used impersonally, in 
such phrases as the following : It in .til. It is 
proper. It is iiecessnry. It is time, Il is con- 
venient, etc. 130.— When the v. is subjoined to 
a negative or an interrogative proposition, un- 
less this subjoined v. expresses a positive in- 
contestable fact, 225.— After the following con- 
junctions and connective phrases : ajin que, h 
rnoins que, aoant que, en cas que, bien que, 
quoique, de peur que, de crainte que, encore 
que, jusqu'h re que, loin que, non que, nonoh- 
stunt que, pos6 que, pour que, pour peu que, 
pourvu que, sans que, si peu que, si tant est que, 
soil que, suppose que, tt que, when this last ex- 
pression is only an abbreviative form of one of 
the foregoing, 244. — After these expressions, 
quelque... que, quel que, qui que, quoi que, cor- 
responding to whaterer, Jiowerer, uJioecer, and 
whichever, 397. — After a relative pron. pre- 
ceded by le seal, le plus, le moins, le mieux, le 
rneilleiir, le pire, le moindre, and peu, 6Ti. 

After II semhle, the subjunctive mood is gen- 
erally r, quired ; but this rule is not absolute ; 
thus, when the v. sembler is preceded by one of 
the pronouns, me, te, lui, nous, vous, leur, and 
used affirmatively, the indicative mood is 
necessary, 456- 

When the subjoined phrase is connected with 
the principal one by a relative pron., and de- 
notes something doubtful or uncertain, the svib- 
jiinctive mood is properly employed, 683.— 
But if the subjoined phrase admits of no doubt, 
the indicative mood must be employed, 579. 

The v.fallnir, being impersonal, is generally 
followed by the subjunctive mood (1.30). How- 
ever, in phrases in which the subject is unde- 
fined and may be any body, the v. that follows 
falloir may be employed in the infinitive 
mood, or in the subjunctive, with the indefinite 
pron. on as a subject, 296. 



LXDEX. 



6a 



Substantives.— In English, a snbst. 
which qualifies another siibst. is generally 
placed first, as ne'-oad-icaiish, Heainbnat. etc. 
In French, the qualifying subst. follows the 
uame of the qualified object, and the two nouns 
are connected by means of a prep., generally a 
or rfe, or of a compound article, thus : Moutre 
a second's, second-watch ; hattmt a vapeur, 
steam-boat ; p'd au luit, milk-pot ; chendn de 
/er, railway, 594. 

Substantives denoting titles, qualities, or pro- 
fessions, which may belong to either sex, often 
produce fern, derivatives, by means of the same 
terminations that adjectives take to form their 
fern. 620. 

In compound words, those component parts 
which are neither substantives nor adjectives 
are always invariable, 651. 

Uuinflected parts of speech, when acciden- 
tally used as substantives, remain invariable, 
7W. 

The infinitive mood of verbs is sometimes 
used substantively. In this case, it is deter- 
mined by the article or by pronouns and adjec- 
tives, like any other snV>st. 418. 

See iiE.suiiKS and Pt-tTRAL. 

S uHire, to suffice. — V. irr. Pres. part. 
S'lffixant.— i'a.. part. S'iffi. — Indicative mood, 
pres. tense : Je suffis, tti f!ii_gU, il siiffif, nous 
siifi-son-s, voux istiffisez, il.i suffiaenf. — Imperfect 
tense : Je xuffisais, tu suffixais, U xuffisnil, nnua 
suffi-fionn, roan miffisif-z, ils suffixaieut. — Past 
tense definite : Je snffis, ta su_^% il suffii, nous 
saffimi-f, vouK sit_ff"i'ef>, ils siiffirent. — Future 
tense, regular. — Conditional mood, regular. — 
Imperative mood: Suffin, suffisons, sujisfz. — 
Subjunctive mood, pres. tense : Que jefn/ffitse, 
gut tu s///rt>ev, qii'il sujjlte, que noux suffisioiiH, 
que rous nuffisiez, qu'ils sujji.'seat. — Past tease, 
not in use. 

Suivre, to follow.— V. irr. only in the 
pa. part. Suici; the three persons sing, of the 
pres. tense, indie, mood : Jesuis, tusuix, il suit; 
and the second person sing, of the imperative 
mood, Suis.—The rest is regular. 

Superlative.— See Degrees of coji- 
PARisu.v and Adjectives. 

Suppose, supposed. — AVhen this pa. 
part is employed as a prep., signifying. In the 
supposition of, it precedes the subst. which it 
governs, and is invariable, 673. 

Suppose que, supposing that.— Con- 
nective tollowea by the subjunctive mood, 244. 

Sur.— Piep. corresponding to on, upon, 
neer, and ahore. 118. — Sur is also used as an in- 
separable particle, and denotes situation upon 
or over, pre-eminence or excess. Some of the 
deuvatives formed by means of this particle 
a,re nearly the same in both languages, 119. 

S ur seolr. to suspend.— V. irr. Pres. part. 
Surhoifant. — Pa. part. Surxis. — Indicative 
mood, pres. tense : Je sursoix, tu sur^oix, il ««r- 
Mjit, nous KuiKoi/ons, rous surxoi/t-z, iig surnoienf. 
— Imperfect tense : Je nurRoyinn, tu sursoi/ai.o, 
il sursoynil, noun xurfoyionx, rous giirsoi/iez, ih 
Mi.aoj/ui'-.nl. — Past tense definite : Je gurxif;, tu 
.lurxig, il nursit, noun i-nrsuiies, vous surslles, 
ih surnirenl. — Future tense, regular. — Condi- 
tional mood, regular. — Imperative mood, not 
in u.se. — Subjunctive mood, pres. tense, not in 
use. — Past teitse : Que je i<uri>isi<e, que tu sur.<.i.<i- 
sts, qu'il gl(r^»^ que nous sursisiiious, que vous 
SU/-MM1M, qu'ils sur.sisseiU. 



T. 

Ta, thy.— Fem. of ton. 
Taire, not to say.— V. irr. Pres. part. 
Taieant.— P&. part. Tu.— Indicative mood, 



pres. tense : Je lais, in iais, il tnit, nous taisons, 
vous taixez, ils laixent. — Imperfect tense: Je 
iainais, tu taisais, il taifail, nous taisions, vous 
taisiez, ils laisaient. Past tense definite : Je 
Otx, tu tus, il tut, nous fiimes, vous tutes, ils 
turent.— Future tense, regular. — Conditional 
mood, regular. — Imperative mood: Tuis, tui- 
sons, taisez. — Subjunctive mood, pres. tense: 
Que je taise, que tu taises, qu'il taise, que nous 
ttifn'ons, que vous taisiez, quails Pii^ent. — Past 
tense: Queje tusse, que tu tusxes, qu'il tilt, que 
nous lussioHs, que voits tussiez, qu'iii tussent. — 
With the pronominal form, se taire signifies to 
be silent. « 

Taut. — Adv. of quantity, corresponding 
to so much, as inuch, so many, as many, so far, 
as far, so lony, as long, to such a degree. Be- 
fore a subst. it takes the prep, de, 344.— As an 
adv. of comparison, it must be repeated before 
each V. or part, which it modifies, 427. 
Taiitot.-SeeToT. 

Te,— Personal pron. of the second person 
sing, and of both genders.— It is never usel as 
a subject. It is sometimes a direct, and some- 
times an indirect regimen, corresponding to 
tliee, to thee, thyself, to thyself. It always pre- 
cedes the V. it is one of the words in' which 
the elision of the e takes place before a vowel 
or an h mute. 452. — All the observations made 
on the pron. yne are applicable to te, 457. 

TE. — Termination. Substantives ending 
in t4 are very numerous in French ; most of 
them have their correspondents in English in 
ty. They are fem. 241.— The following words 
ending in <<>' are masc. byexc. : Aparte, arrite, 
benedicitc, coinile, romie, cote, depute, ete, jete, 
pale, precipiie, traite, veloute, 242. 

Teiiidre, to dye.— V. irr. conjugated like 
crnindre. See also Verbs in ixdre. 

Tenir,tohold.— V. irr. Pres. part. Tenant. 
— Pa. part. Tenu. — Indicative mood, pres. 
tense : Je liens, tu tiens, il fient, nous tenons, 
rous tenez, ils tiennent. — Imperfect tense : Je 
tenaii, tu-tenais, il tennil, nous tenions, vous 
teniez, ils tenaient. — Past tense definite : Je 
tins, tu tins, il tint, nous tinmes, cous tintes, ils 
tinrent.—Futme tense : Je tiendrai, tu tiendras, 
il liendrn, nous tiendrons, vous tiendrez, ils 
iiendront. — Conditional mood : Je tiendrais, tu 
tiendrais, il tiendrait, }ious tiendrions, vous 
tiendriez, ils tiendraient. — Imperative mood: 
Tifms, tenons, tenez. — Subjunctive mood, pres. 
tense : Queje tienne, que tu tiennes, quHl tienne, 
que nous tenions, que vous teniez, qu'ils tiennent. 
-—Past tense : Queje tinsse, que tu tinssei, qu'il 
tint, que nous tinssions, que vous tinssiez, qa'ils 
tinssent. — In all the forms in which the letters 
ien are not followed by /i, these letters are pro- 
nounced as in 6tV/i, rien. 

Tenses. See Puese.vt texse. Imperfect 
TE.NSK, Past te>-se defi>ite. Past tense 

IXDEFIXITE, FtJIURE TEXSE, aijd SCBJtJ.\CHVE 
MOOD. 

The compound tenses in French are general- 
ly formed in the same manner as in English, by 
means of the auxiliary v. avoir, 96. 

The compound tenses of pronominal verbs 
are invariably formed with the help of the 
auxiliary v. etre, 567. 

The major part of neuter verbs form their 
compound tenses with avoir, 33.5. 

Some neuter verbs take etre as an auxiliary 
in their compound tenses, when they express 
a state ; and avoir when they express an ac- 
tion, dS7. 

When a v. usually neuter is employed with 
the active form, it takes avoir in its compound 
tenses, 6*8. 

The compound tense To hare been, or To have 
been doing, when it denotes that a state or an 
action continues, muHt bo rendered by the preB- 



602 



INDEX. 



ent tense in French, 64-1. — As a consequence of 
The preceding observation, when the iiluperfect 
tense denotes that a state or an action was con- 
tinning, it is rendered by the imperl'cct tense in 
French, 645. 

TERE.— Termination. SnbstMntives end- 
ing in Ibie are masc. 246. — The following are 
fern, by exc. : Aitkre, exlhre, jxitire. 

Tes, thy.— PL of <on. 

TEIJR.— Termination. Adjectives ending 
in (fill- form their fem. by changing this ter- 
mination into trice, when they cannot be de- 
rived from a pres. part. 41)2. 

There are about 260 adjecllves and substan- 
tives ending in teur, most of which liave pre- 
served in English their Latin termination tor, 
4^)8. 

Tlielr . — When tfiHr refers to a thingwhich 
is not the subject of the proposition, il'is ren- 
dered by en. 277. When the ihi?ig to which 
their relates is the subject of the phrase, their 
is rendered by Icur or leurs. —Kven when the 
thing is not the subject of the phrase, their 
must be rendered by leur or leurs, when it is 
.governed by a prep. 280. 

Tie 11, ihine. — See Le Tir:N. 

TIOBT. — Termination. Substantives end- 
ing in tion are fem. 99. 

To.— This prep., which is often omitted in 
English before the indirect regimen of a v., 
must always be rendered in French, when that 
regimen is a subst., by it, or by the contraction 
of « with the art. : an, aux, 160. — When to, be- 
fore the infinitive mood, signifies in order to, 
it is rendered in French by pour, 371. 

Toi.— Personal pron. of the second person 
sing, and of both genders. It is commonly 
used as a regimen, either direct or indirect, and 
corresponds to the English pron. thee, or to thee. 
Sometimes it is a subject, and signifies thou, 
451. — All the observations made on the pron. 
7noi are applicable to toi, 457. 

TOIRE. — Termination. Substantives 
ending in toireare masc. 590, § 1.— The follow- 
ing are fem. by exc. : DecroUoire, Miappatoire, 
tcritoire, eiipotoire, hUloire, imperatoire, tra- 
jc'toire, virloire, 590, § 2. 

Ton.— Possessive adj. masc. and sing. Its 
fem. is ta ; the pi. of both genders is te.i. These 
three forms, ton, to, te.i, correspond to thj-, 461. 
— This adj. agrees in gender and nmnber with 
the subst. that follows it, 107.— It must be re- 
peated before each subst. 108.— Before a fem. 
subst. or adj. beginning with a vowel or an h 
mule, ton is substituted for to, in order to avoid 
tiie hiatus, 483. g 1. In this case, the letters 
nn in ton continue to be nasal, though the n 
coalesces with the next vowel, iS^., § 2. 

Tot, soon, earlj-. — When this adv. is joined 
to the adverbs au-iM, hien, si, it forms a single 
word with them, thus : aussitof, as soon ; bien- 
iol, soon; xitol, so soon, 63.3, § 1. — It forms a 
similar combination with taut and pliift, in sup- 
pressing the final consonant of these adverbs, 
thus : inntbt, pltttot. But plutot is onlj' employ- 
ed in the sense of rather, denoting preference, 
and must not be confounded vrilb. plus tot, soon- 
er, earlier, 633, § 2. 

Toiijoiirs, always. — After this adv. the 
subject pron. may follow the v. 228. 

Tout, all. — Adj., subst., pron., and adv. 
PI. masc. tox.t. — When the indefinite iiron. tout, 
all, everything, anything, is a direct regimen, 
it generally precedes the v. in the infinitive 
mood ; and in the compound tenses it is placed 
between the auxiliary and the part. But it 
follows the V. in the simple tenses, 628.— Wheu 
tout signifies all, quite, or entirely, it is an adv., 
and accordingly remains invariable, except 
when it precedes an adj. of the fem. gender, 
beginning with a consonant or an aspirate h, 



in which position it takes the gender and num- 
ber of this adj. for the sake of euphon.y, 675. — 
But it remains invariable before an adj. begin- 
nin,g with a vowel or an h mute, 675. 

Tracliiire, to translate.— V. irr. conju- 
gated like conduirc. 

Traire, to milk. — V. irr. Pres. part, 
Trtii/ant.—Pa,. part. Trait. Indicative mood, 
pres. tense : Je trais, tu trais, it. trail, nous 
trayons, vou.^ froi/ez, ils traient. — Imperfect 
tense : Je trayuie, tu irayais, il truyait, nous 
trayion.i, voit.i trayiez, il.i trai/aie.nt. — No past 
tense definite. — Future tense, regular. — Condi- 
tional mood, regular. — Imperative mood : 
Trai.i^ trayons, trayez. — Subjunctive mood, 
pres. tense : Que je traie, que tu traies, gu'il 
traie. que nous tniyions, que vous trayiez, qu'ila 
traiiiit.—yio past tense. 

TRANS. — Prefix. Inseparable particle 
signifying beyond, across, or over. Common 
to words whicli are nearly the samein English, 
5:^9, § 1.— It is sometimes shortened into tra, 
539, § 2.— The ."; of trans sounds like z before a 
vowel, except in (ransir, transi, iu which it is 
sharp. 

TRE.— Termination. Substantives ending 
in tre are masc. 341. — The following are fem. 
by exc. : churtre, dartre, epltre, fenetre, yue- 
tre, huitre, letlre, toutre, ma> tre, vdtre, vionlre, 
outre, piastre, poutre, rencontre, litre, 342. 

Trifes, very.— One of the signs of the super- 
lative of eminence, 114. — Is joined to the word 
that follows it by a hyphen, 330. 

Trcssailllr, to start. — Y. irr. Pres. 
part. Tre.ysaillavt. — Pa. part, regular. — Indic- 
ative mood, pres. tense: Je tressaille, tu tres- 
sailles, il tressaille, nous tressnillons, vous tres- 
saillez. ils trefsaill''nt.—lmperi'ect tense : Je 
tre.ysaillais, tu tressaillais, il tressailhdl, nous 
tressaiUions, vous (re.ssuilliez, ils /ressaillaient. 
— Past tense definite, regular. — Future tense, 
regular.— Conditional mood, regular.— Imper- 
ative mood ; Ties!-aiUe, Iressuillons, ire.tsaillez. 
— Subjunctive mood, pres. tense: Que je tris- 
sailte, que tu tressailtes, qu^il tre.'-saille, que 
nous tres.iaiflions, que vous tressailliez, qu'ila 
lrtssaitle.nl. — Past tense, regular. 

Trop.— Adv. signifying too, too much, Iqo 
many. The p is quiescent before a consonant. 
— In English, after the adv. too, the art. a, an, 
is placed between the next adj. and subst. In 
French, the adv. iron is preceded by un, une. 
As for the place of the edj. it is often optional, 
434. 

Tu, thou. — Personal pron. of the second 
person sing, and of both genders. It is always 
a subject, and generally placed before the v. 
447. — The use of the second person sing, is 
much more frequera in French than in English. 
It generally denotes familiarity and intimacy. 
In addressing inferiors it denotes authority. In 
dignified and poetical language, the use of thia 
form is the same as in English, 448.— The ob- 
servations made on je, are applicable to tu, 457. 



u. 



Uii.— Subst., adj., and pron., signifying «, 
an, and one, 7.— Is often omitted in incidental 
clauses, 67.— When un is used as a pron. it 
often takes the art. If un is joined or opposed 
to antrt;, the art. is indispensable before each 
of these pronouns. If nn is not followed by 
autre, but is determined by de or des, the art. 
may be used or omitted before it, according as 
the sense of this pron. is more or less restrict- 
ed by the construction of the phrase. The use 
of the art. before nn de is sometimes merely 
euphonic and sometimes optional, 312. — After 



INDEX. 



603 



vingt, trente, quarnntf, cinqiuinfe, soixante, and 
ntille, the numeral adj. un requires the conj. et 
before it, 359. — In English, after the adverbs 
no, as, too, and 7ioip, the word a is placed be- 
tween the next adj. and subst. In French, the 
first three of these adverbs, rendered by .si, aus- 
si, and trap, are preceded by un, une. As for 
the place of the adj. it is often optional. The 
adv. how, in French comment or roinhien, can- 
not be preceded by )in, and requires a different 
construction or a different expression, 43-t. — Un 
retains its nasal sound, even when the n coa- 
lesces with the initial vowel of the next word. 

See also h'us l'ahtre, L'nx et l'autke. 

Uniemc, first.— The mV]. first, when it is 
not preceded by another number, is translated 
by premier, premise ; but when preceded by 
vingt, trentc, qiiaraiife, cinquante, s-nxnnte, 
qwitre-viiif/t, cent, and mille, it is rendered by 
unibme, 421. 

UK-iil .—Termination. Common to about 
100 subst., which are nearly the same in both 
languages, 310.— The names of chemical com- 
pounds ending in arc are masc. 605. 



y. 



Vaincre, to conquer. — Y. irr. Pres. part. 
Vainquant. — Pa. part. Vainfu. — Indicative 
mood, pres. tense: Je vainc-i, tu vainrx, il 
vainr, noiifi viihiquouf:, vous vainqnez, Ha vain- 
qucnf. — Imperfect tense : Je vainquaU, tu 
vainqunii, il oainqwiit, noux painqnionx, vona 
vainquiez, ilx vainqiuiient. — Past tense definite: 
Je cainquia, tu vainqiiis, il vainquit, nous vain- 
quiuies, vous vainquites, its vainqiiirent. — Fu- 
ture tense, regular. — Conditional mood, regu- 
lar. — Imperativemood : Vainquons. No second 
per.son. — Subjunctive mood, pres. tense : Queje 
viinqne, qif tu vainqw^s, qa'il vainque, que 
nous vninqiiions, que vous vainquiez, quHls viin- 
qiient. — Past tense : que je vuinquisse, que tu, 
vainquisses, qu'il r.ainquit, que nous vaiiiquis- 
fions, que vous vainquii-siez, qu'ils vdinqni^s^nt. 

Valoir, to be worth. — V. irr Pres. part. 
Vulant. — Pa. part. Fa/((.— Indicative mood, 
pres. tense : Je vaux, tu vaux, il rant, nous 
vnlons, vous valez, ils valent. — Imperfect tense : 
Je valais, tu valais, il ralait, nous valions, voiin 
valiez, ils volnient. — Past tense definite : Je 
valiis, tu valus, il vahtt, nous vu>iimes, vous 
valiU.es, ils valurent. — Future tense: Je vaudrai, 
tu vaudras, il vaudrti, nous vaudrons, vous 
vaudrez, ils vau.dronL—Cond\tion&\ mood : Je 
vaudrais, tu vaudrnis, il vaudrnit, nous vau- 
drions, r,ous vnudriez, ils vaudraient. — Impera- 
tive mood : Vnux, valons, vnlez. — Subjunctive 
mood, pres. tense : Que je r.aitle, que fu vailles, 
qu'il raiUe, que nous cations, que vous valiez, 
qu'ils vaillent.— Past tense : Queje oalusse, que 
tu valusses, qu'il rnlict, que nous valussions, que 
vo'is vrdu.isiez, qu'ils vatussent. 

Veiilr, to come. — V. irr. Pres. part. 
Venanl.— Pn. part. Ken^.— Indicative mood, 
pres. tense : Je inens, tu viens, il vient, nous 
venous, vous venez, its viennent. — Imperfect 
tense : Je vermis, tu venais, il venait, nous ve- 
nion.", vous veniez, ils venaient.— Past tense 
deQnitp : Je vins, tu vins, il vint, nous vinines, 
vous viiites, ils vinrent. — Future tense : Je vien- 
drni, tu viendras. il viendrn, nous viendrons, 
vous vifudrez, ils viendront. — Conditional 
mood : Je riendrais, tu viendrais, il viendrait, 
nous viendrions, vous viindriez, ils viendraienl. 
— Imperative mood : Viens, venons, venez. — 
Subjunctive mood, pres. tense : Que jevienne, 
que tu ciennes, qu'il cienne, que nous venions, 
que voiis veniez, qu'ils viennent. — Pastten.se : 
Queje vinase, que la vinsees, qu'il v'lnl, que nous 



vinssioiis, que rotw vtnssiez, qu'ils vinssent. — In 
all the forms in which the letters ien are not 
followed by n, these letters are pronounced as 
in bien, rien.—Venir takes eire in its compound 
tenses, 335. 

Verbs. — French verbs are classed accord- 
ing to iheir terminations in the infinitive mood. 
These terminations are, er, ir, and re. 

For the conjugation of verb.s, see Present 
PARTICIPLE, Past participle, Present 
TENSE, Imperfect tense. Past tense defi- 
nite, Future tense,- Conditional mood, 
Imperative mood, and Subjunctive mood. 

The verbs in er are by far the most numer- 
ous. Many of them are derived from substan- 
tives, as scier, fr. scie; rabofer, fr. rahof, etc. .303. 
— Others may be formed from almost all the 
substantives ending in ation, by changing this 
termination into er, as, creer, fr. ciealion ; ac- 
cuser, fr. accusation, etc. 262. — Verbs ending in 
cer take a cedilla under the c before the vowels 
a, o, in order tliat the c may preserve the sound 
of."! throughout the conjugation, 48. —In the 
conjugation of verbs ending in ger, the g is 
always followed by e mute before the vowels 
a, o, 274. — Verbs ending in e(erand eler, double 
the consonant t or I before e mute, 467, § 1. — 
The following are excepted : acheter, becqueter, 
bourreler, celer, dectler, degeler, decoUef.er, 
geler, harceler, peler, racheter, 467, § 2. — The 
verbs ending in eter and eler, must not be con- 
founded wiih those in elnr and eler. In the 
latter, the acute accent is changed into a grave 
accent, without doubling the consonant before 
e mute, 467, § 3.— Verbs in er, in which the 
final syllable of the infinitive mood is preceded 
by e with an accute accent, change this accent 
into a grave one before a syllable containing 
an e mute, 5.55, § 1. — Verbs in eger and in eer 
are excepted, and velain the acute accent in all 
their forms, 555, § 2. — Veibs ending in yer, 
change the vowel // into i before an e iniiie, 561. 
—In verbs in ei-, the unacce-ited e which pre- 
cedes the te'-mini'.tion of the in'iiiitive takes the 
grave accent before a syllable containing an e 
mute, preceded by a siiigle consonant, 564, § I. 
— But when the consonant is doubled (see fter, 
eler), the accent is unnecessary, 664, § 2.— The 
only irreg\ilar verbs in er, are alter, envoyer, 
and ren coyer. 

A great portion of the verbs in ir come from 
adjeciives, ai^ rajeunir, ft. jeune ; enrichir, fr. 
ritlie, etc. Others, of a different formation, 
end in lOnglish in /.s7(, as, perir, to perish ; pu- 
nir, to punish, etc. 257.— The syllable i.is, in- 
corporated into the terminations of several 
tenses and persons, characterizes the conjuga- 
tion of the verbs in ir, and forms the principal 
difference between these verbs and those in er, 
196, § 2.— The radical irregular verbs in ir are : 
arqui'.rir, ass/riUir, hnuiUir, courir, rourrir, 
cufillir, donnir, faillir, ferir, Jieurir, fuir, 
gi'^ir, hnir, inentir, ninurir, off'rir, oui'r, ourrir, 
partir, se repentir, saillir, sentir, servir, sorlir. 
souffrir, tenir, tressailh'r, venir, vetir, and all 
the verbs in ojc— Each of them will be found 
in its alphabetical place. 

Many grammafians make a particular class 
of the verbs in oir, but their model of conjuga- 
tion is applicable to seven verbs only. " See 
apercevoir and devoir. 

The verbs in re have some of their tenses 
formed in conformity with those in er, and 
some with those in ir ; so that tiiereare indeed 
but two forms of conjugation, 121.— The irreg- 
ular verbs in re are : Fir.st, all those in indre ; 
the conjugation of craindre is given in this In- 
dex as a model. — See also indre ; — Secondly, 
the following and their derivatives : ahsoudre, 
ballre, boire, hraire, bruire, circonrire, clore, 
conclure, conduire, ronjire, connaitre, constru' 



604 



n^DEX. 



ire, coufb-e, croire, croitre, cuire, dire, dtusou- 
dre, edoie, icrire, eire, exriure, /aire, /rire, 
lire, luire, maudire, meltre, mowlre, na'Ure, 
nuire, pailre, paraltre, plaire. prendre, riaou- 
dre, rire, rorapre, nourdre, siiffire, .suirre, (aire, 
iraire, vaincre, vivre. — Each of them will be 
found ill its alphabetical place. 

The derivatives of irregular verbs are gene- 
rally cc^ugated like their radicals. 273. 

Active verbs are conjugated with the auxil- 
iary V. avoir in their compound tenses, 96. 

Passive verbs are conjugated with the aux- 
iliary V. etre, 338. 

Tliere are about six hundred neuter verbs in 
French, of which above five hundred and fifty 
are conjugated in their compound tenses by 
means of the auxiliary v. ncoir. Among the 
remainder, some take either etre or avoir, ac- 
cording as they express a state or an action, 
and the following invariably require etre: al- 
ter, ui river, choir, direder, eciore, uiotirir, nai- 
tre, toinber, ve/iir, decenir, intervenir, par- 
veiiir, receuir, 335. 

Many verbs which become neuter or passive 
in English, remain active in French with the 
reflective or pronominal form, 66. 

A pronominal v. is conjugated with two pro- 
nouns of the same person, both placed before 
it, except in the imperative mood, the first be- 
ing tlie subject, and the second the regimen. 
The corresponding pronouns for each person 
are : Je )ne, tu te, il fe, nous iioux, voag voits, 
ilf se, elle.i se, 180. — Among the French prono- 
minal verbs, some are accidentallj' so, and 
others are invariably conjugated with a double 
pron. Tlie former are called accidental, and 
the latter eKxeiilial pronominal verbs. The ac- 
ci lenta! pronominal verbs, by taking this 
form, e.xpress : — that the same person is at once 
the subject and the object of the action : or, 
that the action is reciprocal ;— or, they corre- 
spond to the English neuter form. The num- 
ber of these verbs is unlimited. As to the es- 
sential pronominal verb.s, a list of them is 
given under No. 364. — Another list, under 
Xo. 365, is given of verbs which are not essen- 
tially pronominal, but which require a particu- 
lar mention, on account of the different mean- 
ning which they acquire by being used in the 
pronominal form. 

The idea of a reciprocal or mutual action, 
expressed in English by adding the pronouns 
each-other, or o/ie-anolher to the v., is rendered 
in French by the pronominal form (180), vvhich 
is likewise employed with reflective verbs ; the 
only difference being that reciprocal verbs of 
course are only used in the plural number. 
When the rest of the construction does not 
clearly show the sense, ambiguity is avoided 
by the addition of the pronouns Vun Vauire, lef 
unx tex uutrex, when the action is reciprocal ; 
and Hous-nieme-i, voux-inemes, eux-memes, elles- 
memea, when it is reflective, 400. 

The compound tenses of pronominal verbs 
are invariably formed with the help of the 
auxiliary v. Iftre, 567. 

The passive form is less frequently used in 
French than in English, and verbs, which 
should be passive according to the sense, often 
take the reflective or pronominal form in 
French, 636. 

The V. which follows a v. of motion in 
French is in the infinitive mood, and requires 
no conj. before it, 372. 

List of verbs which govern other verbs in the 
infinitive mood, without a prep. 187- — I-ist of 
verbs which govern the infinitive mood with 
the prep. (>,, 188.— List of verbs which govern 
the infinitive mood with the prep, de, 189. — 
liist of verbs which govern the infinitive mood, 
whh either a or de, 190. 



For the concord of the verb with its subject, 
see Subject. 

See also P^ST participle and Regimkn. 

Very. — When this word precedes an adj. 
or an adv. it is rendered by trin, Inen, or fori ; 
but when it precedes a subst. it is generally 
rendered. by rueoie, placed after the subst. 630. 

Vetir, to clothe.— V. irr. Pres. part. IV- 
tant. — Pa. part. Vetu. — Indicative mood, pres. 
tense : Je vet.i, tu rets, il vet, nous vetons, vou.t 
vetez. Us i;e<'-«<.— Imperfect tense : Je retain. In 
vctaix, il velait, nous velions, vous vttiez, ill 
vetaieiit. — Past tense definite, regular. — Future 
tense, regular. — t'ondilional mood, regular. — 
Imperative mood : Vets, ve.'.ons, vetes. — Su)i- 
jiinctive mood, pres. tense : Quf je rite, que tu 
vi-tes, c/u''il rete, que 7ious vetions, que vous ve- 
tiez, qii'ils t'<'<e;i<.— Past tense, regular. 

Viiigt, twenty.— rt/i.7< takes the mark of 
the plural only when preceded by another 
number which multiplies it, as \nquatreciii<jts, 
eighty, 546.— lint when it is followed by another 
number, it is invariable, thus : quatre-viiif/t- 
irois, quatre-vingt-dix, 547. — It is invariable 
also when it stands for vinf/tieme, 652. 

Vivre, to live.— V. irr. Pres. part, reg- 
ular. — Pa. part. Vecu. — Indicative mood, pres. 
tense : Je vis, tu vis, il vit, nous vivons, vous 
I'icez, i/s vivent. — Imperfect tense, regular. — 
Past tense definite • Je vecus, tu vecus, il vdcut, 
nous verumes, vou^ veciites, its recui-ent. — Fu- 
ture tense, regular. — Conditional mood, reg- 
ular — Imperative mood : Vis, virons, vivez. — 
Subjimctive mood, pres. tense, regular. — Past 
tense : Qne je vecunse, que Ui vicujsses, quHl vc- 
ciit, que nous vecussions, que vous vecussitz, qii'Ua 
viciussent. 

Void.- See Voila. 

Voila. — Is a contraction of two words: 
vois, the second person sing, of the imperative 
mood of voir, to see, to behold, and la, there : 
so that its literal meaning is, behold there, 
There is a corresponding word, void, which is 
also in frequent use ; it is a contraction of rois 
ici, behold here. These expressions correspond 
to there is, there are, here is, here are, this is, 
tluit is, these are, those are, or behold, 283. — 
The personal pron. which precedes voiVa and 
void, is the regimen of these words : conse- 
quently we say, Xe i;ay7a, le void, la voila, la 
void, there he is, here he is, and not II voilix,, 
elle voila, 294. 

Voii', to see. — V. irr. Pres. part. Voyant. 
— Pa. part. Vu. — Indicitive mood, pres. tense : 
Je cois, tu vois, il roit, nous voi/ons, vous 
voyez. Us voient. — Imperfect tense : Je voi/ais, 
tu voi/ais, il vnyait, nous royious, vous voyiez. 
Us voyaient. — Past tense definite : Je ois, tu ris, 
il vit, nous vhnes, vous rites. Us virent. — Future 
tense : Je verrai, tu verras, il verm, nous rer- 
rons, vous verrez. Us verront. — Conditional 
mood : Je verrais, tu verrais, il verrail, nous 
verrions, vous verriez. Us verraient. — Impera- 
tive mood: Vois, voyons, voyez. — Subjunctive 
mood, pres. tense : Que je voie, que tu roie-i. 
qu'il voie, que nous voyions. que vous royidz, 
quHle voient. — Past tense : Que je visse, que tu 
vissei, qu'il vil, que nous vissions, que vous vis- 
siez, qu'ils vissent. 

Votre, your. — Possessive adj. of both gen- 
ders and of the singular number. Its pi. like- 
wise of both genders is vos. These two forms 
correspond to your, 309. 
Votre, yours.— See Le votre. 
Voiiloir, to will. — V. irr. Pres part. 
Vonlaut.—Fa,. part. Voulu. — Indicative mood, 
pres. tense : Je veux, tu veux, il reut. nous rou- 
Ions, vous coulez. Us veulent. — Imperfect tense : 
Je voidais, tu voulnis, il voulait, nous roulions, 
vous vouliez. Us voulaient. — Past tense defi- 
nite : Je voulus, tu roulus, it voulut, nous voulii- 



INDEX. 



605 



tnes, touK votdut^f, ih roularent. — Future 
tense : Je loudrai, iu voitdras, il voudra, nous 
voudrnns, vous coudrez. Us voudront. — Condi- 
tional mood : <7e voudrais, tu voicdrais, i7 vou- 
drait, nous roudrions, vous voudritz, ils vou- 
(iraiV/i<.— Imperative mood : Veux, voulons, 
voulez, or veaille.z, in the sense of, Please to, 
Be so kind as to. — Subjunctive mood, pres. 
tense : Que je veuillf, que tu veuilles, qu'il 
veuilte, quit 'no'Mi routioits, que vou^ vouliez, 
qu'ils^ veuilleiit. — Past tense : Que je voulusse, 
que iu voulujoies, qu'il voulitl, que nous voulus- 
tirtiis, que roiLi vuulussez, qu'ils voulusxenl. — 
This V. is much more frequently used than its 
English equivalent, to icUl. It often corres- 
ponds to the verbs to icanl, and to xcixh, 276. — 
The absence of an English form equivalent to 
the pa. part, voulu g'ives rise to ditferent con- 
!-tructions, which may all be reduced to a 
single one in French : Voutu forming a com- 
pound tense Avith the auxiliary v. avoir, and 
being followed by an infinitive, "thus : // aurait 
voulu alter, He would have gone, He would 
have liked to go, He wished to go, 647. 

Vous. — Invariable personal pron. which 
is sometimes the subject, sometimes the direct, 
and sometimes the indirect regimen of the v. 
It corresponds to you, yourself, younelcts, to 
you, to yourself, to yourselvex, 323. 

Vu, — Pa. part, of the v. irr. voir, is some- 
times employed as a prep, in the sense of seeing. 
AVith this signification, it precedes the subsi. 
which it governs, aud is invariable, 673. 



W. 



W. — This consonant occurs in a few words 
borrowed from foreign languages, and is pro- 
nounced as in English. 

The letter g in French is sometimes substi- 
tuted for w in words which have the same 
meaning, and the same origin in both lan- 
guages, 639. 



X. — Termination. Adjectives ending in x, 
form their fem. by changing x into se, 142. — 
Adjectives and substantives ending in x do not 
change their termination in the pi. 158, 430. 



Y. — Is sometimes an adv. and sometimes 
a pron. As an adv. it corresponds to there, 
or thither, and denotes a place, 195. — Asa 
pron. it is of both genders and numbers. It 
signifies to that, to him, to her, to it, to them, or 
ill that, on that. It is more especially used in 
speaking of things, and very seldom refers to 
persons, 270. — Whether used as an adv. or a 
pron., it precedes the v. in all the mcjpds, except 
I the imperative, 201. — When a v. in the imper- 
ative mood is followed by y, aud by one of 
the pronouns, moi, toi, le, la, as a direct regi- 
men, )/ is placed first. But this construction is 
forced, and it is better to avoid it, 702. 

"i:£ili. — Termination. Verbs ending in 
yer, change the vowel y into i before an e mute, 
561. — In these verbs the y is followed by i in 
the first and second persons pi. of the imperfect 
tense, indie, mood, and in the same persons of 
the pres. tense, subjunctive mood, 566, § 5. — 
624, s 5. 

Yeux.— PI. of <xil, which see. 

YlJE . — Termination. Substantives ending 
in yie are masc. 502, § 1. 



Z. — Termination. Substantives ending in z 
do not change their termination in the pl. 237. 



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Presenting an interesting and truthful Description of Germany — the 
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Sciences — Views of Philosophy, Morals, and Eeligion — and thus com- 
bining instruction with the study of the language, it is pre-eminentlj 
adapted for an advanced class-book. 



tlOOKS I'L'ULtSriKI) I5Y ICUK LOCK WOOD .V SON. 



Aventures de Gil Bias de Santiilaas, par L3 Sage 
12mo. $1. 

It has for s>o?ne time been a matter of doubt wliether tbe '■^ Adventurti 
of Gil Bias''' w?s the work of a Spanish or French writer; but we be- 
lieve it is now generally conceded to be the production of the latter. 

Although not free from objections for indiscriminate use, yet i^-. has 
always been considered a desira})le book for translation, from the fact 
that, consisting as it does of a series of narratives abounding in collo- 
quial expressions, and being connected very indirectly, the reader is 
not wearied as he woidd be by a lengthy story, the interest continuing 
as the scene changes. 

Fables de La Fontaine. 100 engravings. ISnio. e**) cts. 

La Fontaine's beautiful Fables are known to every French scholar, 
and are admirably adapted to be used as a book for translation. 

Each fable is followed by its appropriate moral ; and thus jus*; prin- 
ciples, in a pleasing maimer, are inculcated into the mind of the reader 
while engaged in his study. 

Atala, Ren6, par Chateaubriand. 12mo. 50 cts. 

The beauty of Chateaubriand's writings has established for him a 
high literary reputation. 

This little work has always been considered the most popular of hia 
minor productions, and was originally a part of the " Genie du Cliristia- 
nisme," although latterly it has been generally published in a separate 
form. 

It was written, as the author says, " in the wilds of America, and 
nnder the tents of the savages," and the incident on which the story 
is founded is mentioned in his " Voyages en Am'Tique." 

It is printed from the author's last edition, and in a large clear type, 
and the Publishers hope that it will meet with favor as a Beading 
Book for school use. 

Paul et Virginie, par Bernardin de Saint-Pierre. 50 cts. 
"This most delightful work is too favorably known to require any 
recommendation from us. The beauty and simplicity of the style, to- 
gether with the interest of the story, have always rendered it a favorite 
with young persons. We trust that the present edition, intended for 
schools, will meet with general acceptance." 

The same work, with a Full and Correct Vocabulary of all the 
Words and Idiomatic Expressions contained in the book ; also 
Interlinear Translations, both free and literal, of the first few 
pages, witii the Pronunciation of the I'reneh indicated bj 
Englifih Bounds. 12mo. 62 ota 



BOOKS PUBLISHED BY ROE LOCKWOOD i SON. 



Elisabeth, ou Les Exiles de Siberie, par Mme. Cottiii 

12mo. 60 cts. 

"The incident wliich gave rise to this liistoiy is founded in tiuth. No 
imagination, however fertile, could produce actions so heroic, or senti- 
ments so noble and elevated. The heart alone could inspire them. * * * 
Authors have frequently been accused of representing the beauties of 
virtue with too bold a pencil, and in colors too vivid. Far am I, however, 
from presuming to insinuate that this cri.icisni is applicable to myself, who 
possess not the abihties requisite to attain this brilliant though creative 
talent ; nor do I conceive that it is in the power of the most eloquent 
author, by all the studied embelliohments and decorations of language, to 
add a single charm to the innate beauties of virtue. On the contrary, she 
is in herself so far superior to the adscititious aids of ornament, that it 
would rather appear impossible to describe her in all her native dignity 
and lovehness. This is the chief difficulty I have experienced in writing 
Elisabeth." — Translation af extract from Author's preface. 

The same -work, vs^ith a Full and Correct Vocabulary of all the 
AVords and Idiomatic Expressions contained in the book ; also 
Interlinear Translations, both free and literal, of the first few 
pages, with the Pronunciation of the French indicated by 
English sounds. 12rao. 63 cts. 

Conversational Phrases Classified, or French Synoiiimes, 
by J. L. Mabire. IGmo. 45 cts. 

Most of the Guides to French Conversation heretofore publis-hed in 
this country have been merely collections of certain conversations on 
specified subjects, which, unless they were again to recur in the precise 
form of the lesson, would be of but little assistance to the student. In 
other words, he but stores his mind with set formal phrases for specific 
occasions, without an acquaintance with the genius and power of the 
language, or the ability to adapt his knowledge to the pecufiar and va 
ried circumstances of every-day life. 

This work is arranged on an entirely new plan. It consists of the 
most familiar phrases of every-day conversation, classified according to 
their sense under various appropriate heads, such as the following : 

U. To design, drnw, ski'tch, paint. 



1 To tire, weary, grow tired. 
il To aliirm, Hssure, warrant, attest. 
:j_' Toobey, \ield submit. 
4! To imagine . believe, persuade one's self. 
;i To admire, astonish, surprise. 
Ij. To depart, set out, travel, ride, 
7. To liglit, kindle, blow, extinguish. 
S. To warm, cool, dry, wet. 
9., To laugli, smile, weep, joke. 
10. To dante, saluie, greet, bow. 



1-2 To pray, beseech, ask, entreat. 

13. To aiprove, ronoent, permit, toleratn 

l-t. To lod{;c, live, dwell, remove. 

1.5. To rai.se, lift, open, shut. 

le' To rail, slander, iiisulr, injure. 

17. To commend, praise, flrttrer, complimej»t. 

18. To bl'ime, reprima d, criticise-. 

19. To place, put, set, lay, arrange. 

20. To contemn, despise, depreciate, disdaio 



With an Alphabetical Index. 



BOOKS PCJBMSflEU Bi ROE LOCKWOou dj SON. 



It is divided into 236 similar heads, besides containing Models ol 
Notes, Invitations, Letters, the most Difficult and Common English 
Idioms, &c. 

It has acquired an extraordinary popuhirity in England, having, in 
a few years passed througli many editions, numbering over 100,000 copifi^. 

Le Livre des Petits Enfants, avec Vocabulaire. 50 cts. 

This little volume of Easy Tales was published in France for the use 
of Young Children who had just learned to read. The design of the 
authoress was, by a series of entertaining narratives, to allure the 
Young onward in the path of learning, and at the same time to imbue 
their minds with sentiments of religion and virtue, and of love for Jie 
Sacred Scriptures. 

To the carefully printed text is added a literal English translation ol 
the first ten stories, and a full vocabulary to the remaining ones. 

These facilities, together with the simple style of the stories them- 
selv-es, render this book one of the easiest for translation. 

Mrs. Barbauld's Lessons for Children, in French, -with 
a Vocabulary. 16mo. 45 cts. 

To attempt a eulogy of "Mrs. Barbauld's Lessons for Children" 
would be superfluous. We only remark that, on account of its extreme 
BimpUcity, no book is better suited for young persons commencing the 
study of French. 

It is translated with great care, and is beautifully printed on a larg» 
clear tyi^e, with illustrations. 

" The task is humble, but not mean ; for to lay the first stone of a 
noble building, and to plant the first idea of a beautiful language ni a 
human mind, can be no dishonor to any hand," — Mrs. B.'ss Frvface. 

First Lessons in Learning French, by Prof. Gustave 
Chouquet. 16 mo. 45 cts. 

This work is intended for pupils commencing the study of the French 
language Jin such a work it is not necessary that the rales of graminai 
should \iQ formally introduced ; they serve rather to weary and embar- 
rass than to profit. 

In design and execution it is so simple as to be within the re.i.ch of 
any child, however young, who is capable of reading in English. The 
present edition Is much enlarged and improved, and printed on very 
large tspe. It is divided into six parts, as follows, viz. : 

Part 1. Spelling Lessons, designed also for Exercises in PrunuDcJation, 
P^vr.T II. Simt)lc and Progressive I^'ssons in Grammar an I Translation. 



BOORS PUBLISHED BY KOE LOC'KWOOD A BOS. 



Part TIL A Vocabulary of the most Common and Familiar Objects, 
together with appropriate Exercises in Phrases and Short Sen- 
tences; the whole divided into lessons, each embracing a dis- 
tinct Subject. 

Fart IV. Examples of French Verbs, auxiliary, regular and refleo- 
tive, fully conjugated. 

Part V. A few simple Stories, the first few followed by aTranslatiou 
of the more dillicult Words and Idioms. 

Part VI. A collection of simple and familiar Conversational Phrases, 
divided into short and easy lessons. 

French Spelling and Pronunciation, by H. Vannier. 46 eta 

After a careful examination of the most recent and approved ele- 
mentary Spelling-Books published in France, we have selected the 
system of H. Vannier,asbeing the simplest and yet the most methodical. 

It is divided as follows : 

Part I. Exercises on all the Sounds and possible Combinations of 
Articulations and Words. 

Part II. Spelling Lessons, or a Vocabulary of the most useful Nouns 
in the French Language, systematically arranged under distinct 
heads. 

Part III. Examples of French Verbs — auxiliary, regular, and reflect- 
ive — fully conjugated. 



SPANISH 



Del Mar's Guide to Spanish and English Conversation, 

containing various lists of Words in most general use, properly 
classified ; collections of Complimentary Dialogues and Conver- 
sational Phrases on the most general subjects of life ; Proverbs 
and Idioms ; also comparative Tables of Coins, Weights, and 
Measures. 12mo. 75 cts. 

In this new edition the Proverbs and Idioms, as well as t>e Dialogues, 
have been considerably enlarged ; the New Orthography has been in- 
troduced, according to the last decision of the Spanish lioyal Academy ; 
and a Treatise on Spanish Pronunciatioii has been pi'efixed. 

These additions wJl further advance the utihty of the work, and ren- 
der it still more worthy of public favor. 

10 



BOOKS PUBLISHED BY ROE LOCKWOOD <fc SON. 



Vingut's Ollendorff's Spanish Grammar : a jS^ew Metlv>d ol 
Learning to Read, Write, and Speak the Spanish Language: 
with a Figured Pronunciation of the Spanish Words. To 
which is added an Appendix, containing a full explanation of the 
Alpliabet, with Exercises in Spelling ; a Suraniarj of the Rules 
given in this Method, with a Treatise on the Verbs ; a Series of 
Letters for a Mercantile Correspondence, with a Key ; a New 
Spanish Reader and Translator, being a new method of learning 
to translate from Spanish into EngUsh, and from English into 
Spanish, containing Extracts from the most approved works, 
Colloquial Phrases and Words in general use ; the whole ar- 
ranged in progressive order, with especial reference to those 
who study by OllendorfTs Method. 12mo. 81.50. 

Key to Vingut's Ollendorff's Spanish G-rammar. 75 cts. 



FOR SPANIARDS LEARMXG EXGLISIl. 

<?ingut's Ollendorff— El Maestro de Ingles, motodo practico 
para aprender a leer, escribir y hablar la Lengua Inglesa segun 
el sistema de Ollendorff, dandose una Demonstracion practica 
del modo de escribir y pronunciar cada una de las palabras 
contenidas en las lecciones y un Apendice que contiene los Ele- 
mentos de la Lengua Inglesa, tornados de la ultima edicion de 
Urcullu, publicada en Cadiz en 1845, habiendose correjido y 
aumentado considerablemente ; coraprendiendo toda la pane 
elemental no refundida en las lecciones precedentes ; tambien 
un Tratado sobre la Pronunciacion y otro sobre la Propiedad de 
las Voces, que bajo un mismo significado en cspanol tienen dos 6 
mas en ingles, con diferente uso 6 sentido ; 6 al contrario, con 
un solo significado en ingles y dos 6 mas en espaiiol ; compren- 
diendo un Lector y Traductor Ingles, 6 sea Nwevo Metodo para 
aprender a traducir del ingles el espafiol y viseversa, el cual 
contiene un Guia de la Pronunciacion inglesa, y Direcciones para 
usar los dlccionarios de Pronunciacion; una serie de Cartas parti 



BOOKS rUBLISHED BY ROE LOCKWOOD & SON. 



una correspondencia mercantil, y algunos trozos escojidos pair 
Lectura y Traduccion. r2ina $2. 

translation): l^ingut's Ollendorff' — The Eug/ish Teacher, or Ollen- 
dorff's Nevi Method of Learning to Rend, Write, and Speak the 
Engliah Language,yviTH a Figured Pronunciation of the English 
Words 171 the LessoM ■ toiohich is added an Appendix, containing 
the Elements of the English Language, taken front the last edition 
of Urcullus Grarmnar, published in Cadiz in 1845, revised and 
enlarged ; also a Treatise on the Pronunciation and various Sig- 
nifications of English Words ; also a new Header and Translator, 
being a New Method of Learning to Translate from. English into 
Spanish and from Spanish into English ; a new Guide to Con- 
versation ; a series of Letters for Mercantile Correspondence, 

Clave de los Ejercicios del Maestro del Ingles. i2mo. $1. 

(tkanslation) : ICeg to the Exercises of " Vingufs Ollendorff's English 
Teacher''' ^ 

Urcullu. — Nueva Gramatica inglesa reducida a veinte y siete 
lecciones, por Don Jose de Urcullu ; edicion reimpresa por pri- 
raera vez en America, de la ultima edicion de Cadiz, considerable- 
mente aunientada y correjida, con una Clave de los Temas ; un 
Tratado alfabetico de la Propiedad de las Voces, en que s? 
esplica la propiedad de las Voces castillaiias que tienen en inglda 
dos 6 mas significados con diferente uso 6 sentido, de lo cual 
pudieran orijinarse equivocaciones, asi en la locucion conio en la 
traduccion ; un Lector y Traductor ingles, 6 sea Nuevo Metodo 
para aprender a traducir del ingles al espanol y viseversa, el 
cual contiene un Guia de la Pronunciacion inglesa, una sorie de 
Cartas para una Correspondencia mercantil, y algunos trozos 
escojidos para lectura y traduccion. 12mo. $1.50. 

{Prologo de Urcullu de lu Edicion de Cadiz.) 

ALGUNAS PALABRAS SOBRE ESTA NUEVA EDICION. 

La buena acojida que ha tenido cii gramatica en los veinte afios qut 
nan pasado desilc que la di a luz, cuando estuve emigrado en Londres, 
me ha movido a publiciu' una nueva edicion de la niisma. En la pri- 
merad'vidi la Lrrunatica en XX 11 lecciones. Muchas de las edieiouca 

12 



BOOKS PUBLISHED BY ROE LOCKWOOD i SON. 



?jue se ban lieclio tanto en aquella capital como ea otros paises desde 
1825 hasta aliora, ban sido copias de la primera. 

En 1840, estando yo en Oporto, se imprimio alii una edicion en XXV 
lecciones, en la cual hice alteraciones de bastante cousideraciou ; pcro 
pocos son los ejcmplares qne ban peuetrado en Espaiia. For con- 
siguiente para satisfacer los deseos de mucbos profesores de la lengua 
inglesa, era necesario que se imprimiese en Espaiia mi gramatica; mas 
no como se ba becbo antes de abora en Barcelona, sin mi intervencion, 
y copiando los deltctos de la que se publico eu Londres. 

La presente edicion, dividida en XXVII lecciones, es superior a 
cuantas se ban publicado basta este dia, no solamente por las correc- 
ciones que se ban becbo, como por las materias que se ban aumentado. 
Esplicare esto brevemente. 

Cada una de las lecciones XIV, XV, XVIII y XXII se ban subdivi- 
dido en dos, para que el discipulo pueda aprenderlas mas facilmente 
Biendo mas cortas. He supriraido las lecciones XXIV y XXV, porque 
lo que eilas contenian no pertenecia, estrictamente bablando, a la parto 
gramatical; pero el discipulo lo ballara, con notable aumento al fin del 
Ubro en la bsta alfabetica de las particulas inglesas. 

En los modelos de traduocion, be introducido algunas maximas de 
buenos autores ingleses. 

Las poesias inglesas que puse en la edicion becba en Oporto, ban sido 
traducidas por mi al castellano. El Herald ode Madrid publico una 
de cUas el ano pasado, y un periudico de Cadiz la otra este aiio. He 
aumentado una poesia inglesa, no como modelo, sino para que el dis- 
cipulo se ejercitc en la traduccion de los uumerosos vcrbos que ella 
conliene. 

La parte tercera de la obra, que no tienen las cdiciones anteriores, se 
compone : 1". de una lista alfabetica de las principales particulas ingle- 
sas y su uso en dicba lengua, que antes formaba el asunto de las dos 
liltimas lecciones, como ya se ba mencionado. 2°. De una esplicacion 
de muchas palabras y abreviaturas latinas muy usadas en los periodicos 
ingleses, y algunas vozes fraucesas, que forman parte de la lengua in- 
glesa. 3". De varios documentos de comercio utiles para los que pien 
Ben dedicarse a la carrera mercantil. 4°. Finalmente, de una lista dc 
abreviaturas inglesas, que tambien puedo asegurar es la mas complcta 
que basta abora se ha publicado en Espaiia. Lo primero y cuartu ba 
'ecibido un aumento considerable ; lo segundo y tercero cs enteramcnte 
Duevo. 

En la parte gramatical lie becljo correcciones y alteracioncs que solo 
pucdcn uotarsc cotejando esta edicion con otras anteriores. 

Si el publico ba recibido antes de aiiora favorablemente mi gramatiea, 
debo suponer sin ninguna clase de presuncion que todavia ba de mere- 
XT mas sn aprobacion la que boy le ofrezco ; y que ya no se podia deci7 

13 



BOOKS rUBLISIIED BY ROE LOCKWOOD dt SON. 



con razon en lo adelante que era necesario valerse de gramaticas esenuu 
en franees para aprender la lengua inglesa. 

Es niny probable que esta sea la ultima edicion que yo publique, y 
mas si, como presume, los lazos de familla me obligan a dejar la hermosa 
Espuila para establecerme nuevamente en el reino vecino, qiie por lo 
larga serle de afios que en el he pasado y por los vinv^ulos que a el m< 
uu'm considero como a una scgunda patria. 

ADVERTENCIA. 

Al reimprimir por primera vez en America la ultima edicion de la 
nueva Gramatica de Don Jose de UrcuUu, publicada en Cadiz por el 
mismo autor con las considerables mejoras que esplica en su Prologo, 
bemos liecho todo lo que lia estado a nuestro alcance paia mejorar la 
obra, lo que creemos haber conseguido por los medios siguientes : 

1°. Arreglando la conjugacion de los verbos, segun las mejores 
gramaticas inglesas, afiadiendole por consiguiente el modo Potencial, 
desconocido en nuestra conjugacion, por cuya razon la mayor parte de 
los gramaticos lo ban confundido con nuestro Subjuntivo, que es a todas 
luces distinto en su uso y aplicacion, despojando asi a la conjugacion 
inglesa de la imnensa vcntaja que en precision y enerjia le dan sus 
auxiliares. 

2°. Ampliando la leccion sobre los verbos auxiliares, la del uso del 
futuro, la del subjuntivo y la de las preposiciones, y redactando entera 
la del imperativo. 

30. Anadiendo las notas que se ban estimado necesarias, y aun refu 
tando las opiniones del autor cuando se ban creido erradas. 

4°. Dando reglas para la division de las silabas. 

5°. Enriqueciendo la lista de las abreviaturas inglesas, e igualmente 
la de las eliciones. 

6°. Anadiendo un Tratado de la Propiedad de aquellas voces que, 
teniendo en espaiiol varias acepciones, se espresa en ingles cada acep- 
clon, con diferente palabra. 

7°. Agregando un Lector y Traductor ingles bajo im plan entera- 
mente nuevo, concluyendo con una serie de cartas para llevar una cor- 
respondencia mercantil. 

8°. Finalmente, publicando una Clave de los Temas que se ballara 
al fin de la obra, para que el discipulo compare con ella la traduceion 
que hags de los que se dan en la Gramatica. La ventaja de este Clave, 
aun para los que estudien con maestro, es demasiado obvia para que 
nos detengaraos en recomendarla. 

Si a todas las mejoras mencionadas se aiiaden las heobas por el misrao 
autor, segmi lo esplica en el Prologo siguiente, f;icil sera penetrarse de 
as inmensas mejoras de esta edicion sobre todas las anteriores. 

VnitTsidad de Nueva York, jigosto de 18i2. E. J. VINGUT 

14 



BOOKS PUBLISHED BY" ROE LOCKWOOD d: SON. 



Robertson. Nuevo Curso practico, analitico, teorico j sintetico de 
Iclioma Ingles; escrito para'los Franceses por T. Robertson 
obra aprobada por la Universidad de Paris ; traducida y 
adaptada al castellano sobre la ultima edicion del original poi 
Pedro Jose Rojas. 8vo. $3.00. 

"La Aeademia Real de Buenos Letras de la Isla de Puerto Kico, 
despue,5 de haber oido a su Comision de Instrucciou piiblica accrca del 
Nuevo Curso de Ingles por Eobertson, t daptado al Castellano por Don 
P. J. Rojas, y eonsiderando que dichaobra renue a su claridad, precision 
J correcto lenguage, una gran facilidad para la adquisicion del idioma 
ingles, y un metodo admirable para la pronunciacion de las palabras, 
ha ordenado que dicha obra se tenga por unico texto en las escuelas y 
colegios, de la Isla. — Puerto Eico, febrero 10 de 1852. — El Capitan 
General, Pezuela." 

"La Direccion General de Estudios de la Eepiiblica de Venezuela, 
habiendo examinado cuidadosamente el Xuevo Curso de Ligles por 
Robertson^ adaptado al Castellano por el Seiior P. J. Eojas, y consider- 
andolo sumamente util y eiicaz para la ensenanza de aquel idioma, lia 
acordado se incluya dicba obra en el catalog© de textos para los Colegios 
y escuelas nacionales. — Caracas 4 de Junio de 1851. — Por la Direccion, 
J. Vargas, Presidente." 

Cteanslatiox) : liohertsonian System; a New Practical, Analytical, 

Theoretical, and Synthetical Course of the English Language, 

written originally for the French, and approved by the University 

of Paris. Translated, and Adapted to the Spanish Language, 

by Pedeo Jose Rojas. 

The Royal Academy of the Island of Porto Rico, after hearin-g the Com 

tnittee of PuUic Instruction in regard to the New Course of the English 

Language by Robertson, translated into Spanish by Mr. P. J. Rojas, and 

considering that said work combines with clearness, precision, and a coiveci 

style, a great and wonderful facility for acquiring so difficult a languag« 

as the English, and that it contains likewise an ad7nirable method cf English 

pi'onunciation, has in its last session ordered this work to be vsed as the only 

English text-book in all the schools of the Island. — Porto Rico, February lO^A, 

1851. — -/. de la Pezuela, Captain Gen^eraV 

'■'■The General Direction of Studies in the Republic of Venezuela, having 
carefully examined the New Course of the English Language, pvbliJud in 
France, by Robertson, and translated ir,to Sjianiih by P. J. Rojas, Emq., 
and considering it highly useful and efficient in teaching that language, ha* 
ordered it to be adopted as a textr-book in all the National Schools. — Caracan^ 
June Uh, 1S52. — Ey the Direction, J. Vargas, President.'''' 

15 



BOOKS PUBLISHED BY ROE LOCKWOOD <t SON. 



Emanuel del Mar. Guia para la Conversacion en espanol 
6 ingles, que contiene varias listas de las Voces mas usuales, 
debidamente classificadas ; Colecciones de Dialogos de Etiqueta 
y Frases de Conversacion sobre los asuntos mas generales de l,i 
yida; Refranes y modos de decir ; y Tablascomparativas y Mo 
nedas, Pesos, y Medidas. 12mo. 15 cts. 

NuEVA Edicion, cuidadosamente rcvisada y perfeccionadj, y oiimcn 
tada con muchas cosas utiles que ha juzgado podrian cnisalzar lautilidaJ 
de la obra, y haccrla todavia mas digna de la aceptacion piiblica. 

Los provcrbios, Refranes, y Modos de Deoio, conio tambien los 
Dialogos, ban sido considerablcmente extendidos, por razon de su 
muclia utilidad al estudiante, tanto en la conversacion como en la lec- 
tura, y se ha tenido cuidado en rcunir los que fuesen de uso mas con- 
tinue en ambos idiomas. 

A esta edicion tambien se le ha agregado un Tkatado de Peonuncia- 
ciON Inglesa, etc. 

(teanslation) : Del Mar''s Guide to Spaiiish and English Conversation, 
containing various lists of Words in most general use, properhi 
classijied ; collections of Compllmentanj Dialogues and Conver- 
sational Phrases on the most general subjects of life ; Proverbs 
and Idioms; also comparative 2'ables of Coins, Weights, and 
Measures. l2mo. 75 cts. 

New edition, carefully revised, improved, and enlarged by many useful 
additions, which might further advance the utility of the wo7^h and render 
it still more worthy of puhlic favor . 

The Proverbs and Idioms, as well as the Dialogues, have been consider- 
dhly enlarged, on account of their great use to the student, both in conjiersa- 
tvm and in reading ; and particular care has been taken in selecting thost 
idiomatic expressions tvhich are most common to both languages. 

To this edition has been appended a Treatise on English P/foNuxciATioN, 

16 



BOOKS PUBLISHED BY ROE LOCKWOOD & SON. 



ENGLISH. 



The fcllowing Books, by Miss Eliza Eobbins, are intended not merely 
to teach reading for reading's sake, but to suggest an intelligent method 
of instruction, in preference to one merely mechanical. 
Introduction to American Popular Lessons. 1 v. 18mo. 25 cts. 
American Popular Lessons. 1 v. 18mo. 31 cts. 

Sequel to Popular Lessons. 1 v. 18mo. 50 cts. 

Primary Dictionary. 1 v. 18 mo. 31 cts. 

The following notice, voluntarily presented by the Principals of the 
Public Schools in the city of New York, is but a specimen of many 
others which have been received : — 

"The subscribers, being well acquainted with the series of Sehooi 
Books prepared by Miss Eobbixs, are desirous to bring their merits 
before those interested in popular education. 

"Proceeding gradually through a complete course of school tuition, 
these works are replete with useful information, and are well adapted 
to improve the moral and mental powers of youth. They bear the 
impress of a mind thoroughly versed in practical education, knowing 
the matter which is suitable, and the manner in which it is to be applied 
to the minds under cultivation. These books have obtained a wide 
circulation, and the approbation with which they are regarded is com- 
mensurate to the use made of them. 

" We (the undersigned) hope that such as are interested in selecting 
books for the use of schools will examine this series, the author of which 
has devoted her life to this object." 



E. S. .Jacobsox, Public School, No. 1. 

Wm. Bei.dex, do. do. 2. 

David Pattkrsox, do. do. 3. 

JoHX Patterson, do. do. 4. 

Joseph McKeex, do. do. 5. 

J. W. Ketcuum, do. do. 7. 

O. 8. Pell, do. do. 8. 



Nathan W. Stare, Public School. No. 10. 

Wm. H. Browxe, do. do. 11. 

Asa Smith, do. do. 12. 

Andrew Stovt, do. do. 13. 

Leonard Hazeltine, do. do. 14. 

W. A. Walker, do. do. 15. 

N. Van Kleek, do. do. 16. 



"The Elementary Eeading Books prepared by Miss Robbins, have been 
m use by the Public Schools of this city for many years. I have thor- 
oughly examined them, and tested them in practice, and am of opinion 
that they are tlie best of their kind for the purposes of moral and 
mental development. The selections in them are from the best writerh 
for juvenile readers, and judiciously adapted to American Schools, 
wherever the subjects may have required alterations. Her continued 



BOOKS PUBLISHED BY ROE LOCKWOOD A SON. 



course of School Books are worthy the highest commendation ; and^ 
from her matured experience, I have the fullest confidence in Miss 
Eobbins as a writer of School Books. Her Introduction and Popular 
Lessons are ui.equalled for the purpose of analytical instruction. 

S. W. Seton." 

"I have been acquainted with the Popular Lesson Series some time, 
and have given them my oflficial recommendation for use in the Schools 
of this State. Ira Mayhew, 

Superintendent of Public Instruction, Michigan." 

*' I am well acquainted with the text-books prepared by Miss Bobbins, 
and think highly of their merits. What these merits are, in my opinion, 
I will briefly state. 

They are well written in point of style, showing an acquaintance with 
the best models of English composition, and free from those inaccuracies 
and that carelessness which deface so many of our school books. 

They are well adapted to the comprehension of the several classes of 
children for which they are designed. Nothing is offered to the under- 
standing of a child, until it is prepared for its reception. 

They convey a great amount of useful knowledge ; and are also emi- 
nently suggestive in their character. They fill the mind of a child with 
a healthy love of knowledge, and that lively desire of progress, which it 
is a great end of education to awaken and preserve. 

The moral tone of these books is excellent. They inculcate generous 
sentiments, and appeal to the highest motives. They direct the admi- 
ration of children to those qualities in humanity which are most admi- 
rable. They thus afford great aid to the teacher, in the moral training of 
his pupils. Geo. S. Hillakd." 

" I have seen Miss Eobbins' School Books, and some of them I have 
examined with care. They seem to me to have very great merit. They 
are written with good taste, and evince a careful and skilful use of ex- 
tensive reading. They are well adapted to excite the mind to inquiry, 
and to fill it with useful and interesting knowledge. 

Their moral tone is exciillent ; on this score they are wholly free fi-oiu 
objection. 

The Committee on Books used in our Public schools (of which I aiu 
chairman) have just resolved, by unanimous vote, to reconnnend Uie 
introduction of the Sequel to Popular Lessons ; and others of hci 
books are under favorable consideration. 

Boston, Jvly 25, 1846. Theophilijs PaPvSons." 



BOOKS PUBLISHED BY ROE LOCKWUOD &. SOK. 



First Lessons in Human Physiology, for the use of Schools, 
to which are added brief Rules of Health : by John H. Griscom, 
M. D., with 50 large and distinct illustrations. 16mo. 42 cts. 

" This work is written with much care by one fully competent, not only 
in respect of his thorough acquaintance with the subject, but of the 
faculty or tact necessary to secure the attention, by reaching and inter- 
esting the minds of children. 

It is strictly a Fi?'st look in the study of Human Physiology — a study 
wliich in importance is second to none, and superior to most of the sub- 
jects which are now taught in our schools. 

I am so well acquainted with Dr. Griscom's writings, and with the 
very sound and practical views he always advances, that I should have 
no hesitation in commending almost any thing from his pen. 

Hon. Horace AIann." 

Extract from the Minutes of the Executive Committee of the New 
York Public School Society, March 4, 1847. 

" JSesolved, That Griscom's small work on Physiology be adopted for 
general use in the Upper Schools, and that a copy be placed in the 
Primary Schools for each of the Teachers, Assistants, and Monitors." 

" I)r. Griscom's First Lessons in Human Physiology, 1 consider ad- 
mirably adapted to the capacity of children, combining in a very happy 
manner, interest and instruction. I shall most cheerfully recommend 
its use in all our Primary Schools. Ira Mayhew, 

Superintendent of Public Instruction, Michigan." 

" Griscom's Physiology, I consider a work of rare merit; one which 
ought to be in the possession of every child in the land, giving, as it 
does, in a condensed but simple form, much valuable information." 

Mills' Blair's Rhetoric. Lectures on Rhetoric and Belles- 
lettres, chiefly from the Lectures of Dr. Hugh Blair ; to which 
are added Copious Questions and an Analysis of each Lecture 
By Abkahaji Mills, A. M. Jfewand enlarged edition. 12mo. |1, 

{Extract from the New Preface.') 

"In presenting to the public an improved edition of the follo"tting 

2«cture3, the editor has endeavored to render the work as nearly cctm- 

plete as the nature of the subject would permit. "With this view, he 

has extended the critical portion down to the present period, em))racing 



1^ ^Hl^ 

BOOKS PUBLISHED BY ROE LOCKWOOD <fe SO^./f^Qj 

all those writers in English literature who have adorned the languaga 
with their productions during the last half century. The criticisms, 
though brief, are as extensive as the nature of the work requires, and 
are written with direct reference to the purposes of Instruction," etc. 

Bald-win's Table Book. A Table Book and Primary Arithmetic, 
compiled and arranged for the Introductory Department of the 
New York Public and Ward Schools, and particularly adapted 
to the system of Mutual Instruction. By Austin Baldwin. 
New edition, revised. 18mo. 10 cts. 

Preface. — Having for a long time sustained considerable inconveni- 
ence from the want of a book of Arithmetical Tables adapted to the 
capacities of very young pupils, and arranged in suclj»a manner as to 
answer the purposes of a large school, I have been induced to compile 
one, with a special view to the necessities of the system of monitorial 
instruction. 

Believing it important that children should be made to understand 
the application of what they are required to conmiit to memory, I have 
placed a few simple questions at the end of each lesson, illustrating its 
use; and as a knowledge of the rules of Arithmetic can be well 'under- 
stood by children, only by performing the operations, I have endeavored, 
in the introduction, to make the rules as concise as possible, depending 
principally on the examples for fixing them in the minds of the pupils. 
It is confidently hoped that this little work will lighten the labor of the 
child in committing to memory that which is so important as a foundc^- 
tion for Arithmetic, and also that, by the division and numbering of 
the lessons, it may relieve the teacher of much trouble in assigning the 
proper portions for each scholar or class. 

That it may, however small the offering, aid the cause of juvenile ed- 
ucation, is the earnest wish of THE COMPILEE. 

Clarke's Elements of Astronomy ; a new system of Astronomy, 
in Question and Answer, for the use of Schools. 12mo. 21 cts. 

Mrs. Tutliill's Simple Facts, which every child should know. 

12mo. 45 cts. 

Science of Common Things. ISmo. 34 cts. 

School Diary, per dozen, 63 centa 



VALUABLE TEXT-BOOKS. 



45 



CHOUQTJET'S First Lessons in Frencli. Enlarged Edition. 16mo $o 45 

Easy Conversations in Frencli. l6mo 

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Mrs. BARBATILD'S Lessons for Cliildren, in Frencli 45 

LE LIVEE des Petits EnfantS. (^ Eeader for Little Children.) ISmc. .. 50 

Paris Editions. 

DE L'ALLEMAGNE. (Germany.) Par Mme. de Stael. i2mo 1 oo 

SIECLE DE LOmS XIV. Par Voltaire. r2mo 100 

COEDTNE. Par Mme. de Stael. 12mo 100 

LETTKES DE MME. DE SEVIGNE. 12mo 1 00 

CORNEILLE. " " " H^ 

GIL BLAS DE SAin:iLLANE. Par le Sage. i2mo l oo 

MOLIEEE'S Complete Works. 2 vols. 12mo 2 00 

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SPA^^ISH. 

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Key to do *^ 

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MEADOWS' Spanish and Eriglish Dictionary. London Edition l 5( 

For Spaniards learninq English or French, or 
French learning Spanish. 
OLLENDOEFF. El Maestro de Ingles. (The English Teacher.) With a 

figured PEONUNCIATION of the English words. By F. J. Vesgut 2 Oo 

Clave del Maestro de Ingles. (Key to the English Teacher.) .... i oo 

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Edited by P. J. Eojas. With a Key 3 00 

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F. J. TixGUT. 12mo 1 00 

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iards.) By F. J. VixGCT. 12mo 150 

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BY MAIL, FREE OF EXPENSE. 



AUTHORS' NAMES.— (Continued.) 



Bfezout. 

Biot 

Boiste. 

Bolmar, 

Boniface. 

Bonnaire. 

Bonnechoso. 

Bossuet. 

Bouchardat. 

Boucharlat. 

Bouchitt6, 

Bourdon. 

Boyer. 

Bugard. 

Cauchy. 

Chapsal. 

Cheppeet Powell. 

Chouquet 

Chrodde. 

Church. 

Cloquet. 

Cob belt. 

Cortambert. 

Coutan. 

Cumberworth. 

Daru. 

De Fivas. 

De La Beche. 

Delafosse. 



Alarcon. 

Aleman. 

Almeida. 

Alvarado (S, de) 

Araujo. 

Arnao. 

Ascargorta. 

Balbi. 

Balzac. 

Barca (C. de la) 

Barthelemy. 

Berbreugger. 

Blair. 

Blanc. 

Bordas. 

Bouilly. 

Buffon. 

Cadalso. 

Capmany. 

Campe. 

Canos. 

Canizares. 

Castro (B. de) 

Cervantes. 

Chantreau. 

Chateaubriand. 

Cooper. 

Cormon y MannL 

Conde. 

Cottin. 



De Laporte. 


Laveaux. 


Poppleton. 


De Bouillon. 


Le Brethon. 


Porney. 
Quetelet. 


Despretz. 


Le Clerc. 


Destouits. 


Lefevre. 


Quicherat. 


Euclide. 


Legendre. 


Easpail. 


Euler. 


Lemare. 


Raymond. 


Filon. 


Levi (A.) 


Regnault 


Flem. and Tibbine 


. Levizac. 


Eoemer. 


Fowle. 


Lhomond. 


Eoret. 


Gaultier. 


Longfellow. 


Eowebotham. 


Gay-Lussac. 


Mabire. 


Sacy (de) 
Sadler. 


Geruzez. 


MacCarthy. 


Girard. 


Magendie. 


Saint-Ouen. 


Girardin. 


Maltebrun. 


Sardon. 


Giraudet, 


Manesca 


Siret. 


Glrault 


Meadows. 


Smith. 


Gombault (AEle.) 


Meissas. 


Sommer. 


Goyer-Linguet. 


Micbelet. 


Sonnet. 


Guizot. 


Noel et Chapsal. 


6p:ers. 


Herbet 


Nodier. 


Stone. 


Herbert. 


Nugent. 


Surault. 


Hoffet 


Ollendorff. 


Surenne. 


Lacroix. 


Payen. 


Thery. 


Ladreyt. 


Peclet. 


Tibbins. 


Lame Fleury. 


Perrin. 


Vernier. 


Lamotte. 


Picot. 


Wailly (de) 


Lamouroux. 


Pinney. 


"Wanostrocht. 


Landais. 


Poitevin. 


Witcomb. 


La Place. 






SPANISH. 




GEY, EDUCATION, AC, INCLUDING SPANISH TRANSLATIONS. 


Cousin. 


Le Sage. 


Plutarco. 


Cubi. 


Letronne. 


Quintana. 


De Fo^. 


Lope de Vega. 


Eabadan. 


De Hyta. 


Malte Brun. 


Eabbe. 


Despretz. 


Manzoni. 


Eojas. 


Ercilia. 


Maria de Zayas. 


Eousseau. 


Espronceda (de) 


Marmontel. 


Salacroui. 


Eyalieta. 


Martinez. 


Sabattie. 


Fenelon. 


Martinez Lopez. 


Salkeld. 


Figaro. 


M. de la Kosa. 


Salvaa. 


Florian. 


Massillon. 


Saraaniego. 


Galland. 


Melo. 


Sanchez. 


Gaultier. 


Mendoza (H. de) 


Soils. 


Girard. 


Mignet. 


Stael (Mme. de) 


Guevara. 


Moncada. 


Taboada (N. de) 


Guizot. 


Moratiu. 


Thiers. 


Hartzenbusch. 


Moreto. 


Tirso de Molina. 


Hautpoul. 


Moralejo. 


Toreno. 


Hermosilla (G.) 


Muller. 


Torrecilla. 


Horacio. 


Neuman. 


Trapani. 


Hugo. 


Noriega. 


Urcullu. 


'Iriarte. 


Ochoa. 


Vallejo. 


Josse. 


Ollendorff. 


Velazqiiez. 


Lacroix. 


Orrit. 


Verneuil (C. do) 


Lamartine. 


Payen. 


Villegas. 


Lam 6 Fleury. 


Pardal. 


Vingut. 


La Eochefocauld. 


Pellico. 


Walter Scott 


Larra. 


Piamonte. 


Yriarte. 


Lavalle. 


Pizarro. 


Zorrilla. 


Legendre. 


Pla y Torres. 






LIBRARY OF CONGRESS 




003 117 522 7 



